Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Child Development | 1 |
| Cognitive Ability | 1 |
| Evaluation | 1 |
| Evidence | 1 |
| Inhibition | 1 |
| Interaction | 1 |
| Literacy | 1 |
| Models | 1 |
| Preschool Children | 1 |
| Teacher Student Relationship | 1 |
| Teaching Methods | 1 |
| More ▼ | |
Source
| Child Development | 1 |
Author
| Hamre, Bridget | 1 |
| Hatfield, Bridget | 1 |
| Jamil, Faiza | 1 |
| Pianta, Robert | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHamre, Bridget; Hatfield, Bridget; Pianta, Robert; Jamil, Faiza – Child Development, 2014
This study evaluates a model for considering domain-general and domain-specific associations between teacher-child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher-child interaction (responsive teaching) and…
Descriptors: Preschool Children, Child Development, Teacher Student Relationship, Interaction
