SynthesisFrontiers in psychology2026
A meta-analysis of the association between teacher-child interaction quality and young children's social skills.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
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Abstract
Early childhood is a critical period for the development of children's social skills. As a core element of early childhood education, teacher-child interaction quality is highly relevant, and variations in this quality are associated with the development of young children's social skills. To synthesize the correlational evidence relevant to fostering the development of young children's social skills, this study focused on the strength of the association between teacher-child interaction quality and young children's social skills, as well as the moderating factors. Through systematic literature search and screening, 42 studies (42 effect sizes) were finally included, and a random-effects model was used for the meta-analysis. The results showed that there was a significant moderate positive correlation between teacher-child interaction quality and young children's social skills (
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