ArticleFrontiers in psychology2021
Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children's Receptive Vocabulary Competency.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Receptive Vocabulary Outcomes in Children with Cochlear Implants with and Without Additional Difficulties: A Multicenter Cross-Sectional Analysis.Audiology research · 2026Article
- Sleep Duration and Screen Time in Young Children with Mild Language Delays.Children (Basel, Switzerland) · 2025Article
- Evaluating the accuracy of automated processing of child and adult language production in preschool classrooms.Frontiers in psychology · 2024Article
- Prevalence, co-occurring difficulties, and risk factors of developmental language disorder: first evidence for Mandarin-speaking children in a population-based study.The Lancet regional health. Western Pacific · 2023Article
- Identifying Language Disorder Within a Migration Context: Development and Performance of a Pre-school Screening Tool for Children With German as a Second Language.Frontiers in pediatrics · 2022Article
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Authors and funding
4 authors.
Funding
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Abstract
High-quality teacher-child interactions in early learning environments have been regarded as a key contributor to children's early language and cognitive development in international scholarships. Little is known, however, about the longitudinal effects of children's receptive vocabularies in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of preschool teacher-child interaction quality on children's subsequent receptive vocabulary development in 42 kindergartens in Guangdong Province China. The results in a nested design showed that except for the factor of Emotional Support, the other two factors (Classroom Management and Instructional Support) were positive predictors to children's vocabulary competency from K2 (T1) to K3 (T2) at preschools. Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children's language and literacy learning and development. Implications for enhancing communication channels between early childhood (EC) educators and decision-makers, and the strategies of the improvement of language and literacy teachers' professional development are also discussed.
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