Thématiques
- Melo, C., Pianta, R.C., LoCasale-Crouch, J., Romo, F. et Ayala, M. C.(2024). The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development.
Early Childhood Education Journal, 52(1), 55-71.
- Karlsen, L., Rydland, V., Solheim Buøen, E., Vandell, D. L. et Lekhal, R.(2024). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers.
Journal of Early Childhood Research, 22(1), 106-121.
- Wang, S., Wang, X., Liang, L. et Xie, H.(2024). Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis.
Early Education and Development, 35(3), 431-453.
- Bosire, J. P. O.(2024). Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language.
The Journal of Educational Research, 117(2), 74-86.
- Downer, J. T., Doyle, N. B., Pianta, R. C., Burchinal, M., Field, S., Hamre, B. K., LoCasale-Crouch, J., Howes, C. H., LaParo, K. et Scott-Little, C.(2024). Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement.
Early Education and Development, 35(5), 1032-1062.
- Tilbe, Y.T. et Xiaosong, G.(2024). Teacher-related factors associated with teacher-child interaction quality in preschool education.
International Journal of Child Care and Education Policy, 18, article 9.
- Ramírez, R., López, L. M., Hernandez Gonzalez, O., Galicia, M., Komaroff, E. et Scheffner Hammer, C.(2024). Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children.
Early Education and Development, 35(6), 1256-1273.
- Elka, Z. Z. et Zhao, W.(2024). Problem Behaviors in the Early Childhood O-Class: Investigating Emotional, Organizational, and Instructional Supports.
Early Childhood Education Journal, 52(6), 1181-1192.
- Marttila, J., Fukkink, R. et Silvén, M.(2024). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention.
European Early Childhood Education Research Journal, 32(4), 545-561.
- Burchinal, M., Pianta, R., Ansari, A., Whittaker, J. et Vitiello, V.(2023). Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience.
Early Childhood Research Quarterly, 62(1st quarter), 41-52.
- Garber, K. L., Foster, T. J., Little, M. H., Cohen-Vogel, L., Bratsch-Hines, M. et Burchinal, M. R.(2023). Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills.
Early Education and Development, 34(2),426-448.
- (2023). La relation enseignant-élèves au cœur de la réussite éducative.
Éducation et socialisation, 67, en ligne.
- Lu, M. S., Whittaker, J. E., Ruzek, E., Pianta, R. C. et Vitiello, V. E.(2023). Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom.
Early Education and Development, 34(3), 648-665.
- Markowitz, A. J. et Seyarto, M.(2023). Linking professional development to classroom quality: Differences by ECE sector.
Early Childhood Research Quarterly, 64(3rd quarter), 266-277.
- Martin, M. et Haag, P.(2023). Évaluer la qualité des relations éducatives pour favoriser le bien-être : une utilisation possible du Classroom Assessment Scoring System (CLASS) ?
Éducation et socialisation, 67, en ligne.
- Sembiante, S. F., Yeomans-Maldonado, G., Johanson, M. et Justice, L.(2023). How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary.
Early Education and Development, 34(2), 506-529.
- Taylor, M., Alamos, P., Turnbull, K. L. P., LoCasale-Crouch, J. et Howes C.(2023). Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality.
Early Childhood Research Quarterly, 64(3rd quarter), 331-344.
- Hu, B Y., Guan, L., Ye, F., Vitiello, V. E., Roberts, S. K, Li, Y.H et Wu, Q.(2023). Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching.
Early Education and Development, 34(6), 1376-1397.
- Natale, R., Bailey, J., Kolomeyer, E., Futterer, J., Schenker, M. et Bulotsky-Shearer, R.(2023). Early childhood teacher workplace stress and classroom practices.
Journal of Early Childhood Teacher Education, 44(4), 897-914.
- Paschall, K. W., Barnett, M. A., Mastergeorge, A. M., Li, X. et Vasquez, M. B.(2023). A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students.
Early Education and Development, 34(5), 1172-1190.
- Penttinen, V., Pakarinen, E., von Suchodoletz, A. et Lerkkanen, M.-K.(2023). The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach.
Early Education and Development, 34(7), 1506-1527.
- Wadepohl, H. et Bethke, C.(2023). Activity settings and attributed social disadvantage as influencing factors on teacher–child interaction quality in central Germany.
Early Child Development and Care, 193(11-12), 1273-1286.
- Zheng, Q., Zheng, X., Liu, N., Wang, F. et Zhao, Y.(2023). A meta-analysis of teacher-child interaction and early child outcomes from the perspective of CLASS.
Early Child Development and Care, 193(15-16), 1620-1651.
- Rojas, N. M. et Abenavoli, R. M.(2023). Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition.
Journal of School Psychology, 99, article 101225.
- Nores, M., Friedman-Krauss, A. et Figueras-Daniel, A.(2022). Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?
Early Childhood Research Quarterly, 58, 264-277.
- Torres, E., Narea, M. et Mendive, S.(2022). Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional).
Journal for the Study of Education and Development, 45(1), 220-243.
- Guarrella, C., Cohrssen, C. et van Driel, J.(2022). The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool.
Early Education and Development, 33(4), 634-654.
- Hatfield, B. E., Finders, J. K., Zandbergen, D. L. et Lewis, H.(2022). Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System.
Early Education and Development, 33(7), 1222-1236.
- Kelty, N. E. et Wakabayashi, T.(2022). Assessing Quality in Classrooms that Blend State Pre-Kindergarten and Head Start Funding: The Case of Michigan.
Early Education and Development, 33(8), 1383-1394.
- Rankin, P. S., Staton, S., Potia, A. H., Houen, S. et Thorpe, K.(2022). Emotional quality of early education programs improves language learning: A within-child across context design.
Child Development, 93(6), 1680-1697.
- Guerrero-Rosada, P., Weiland, C., McCormick, M., Hsueh, J., Sachs, J., Snow, C. et Maier, M.(2021). Null relations between CLASS scores and gains in children’s language, math, and executive function skills: A replication and extension study.
Early Childhood Research Quarterly, 54, 1 12.
- Hu, B. Y., Li, Y., Wang, C., Wu, H. et Vitiello, G.(2021). Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis.
Early Childhood Research Quarterly, 55, 242‑251.
- Karuppiah, N.(2021). Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms.
Journal of Childhood, Education & Society, 2(1), 58-68.
- Wang, S., Hu, B. Y., Curby, T. et Fan, X.(2021). Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions.
Early Education and Development, 32(4), 553-571.
- (2021). Lien entre l’engagement des enfants âgés de 4-5 ans dans leurs apprentissages et des profils de la qualité des interactions en centre de la petite enfance.
Revue canadienne de l’éducation, 44(2), 337-370.
- Hu, B. Y., Wu, Z., Winsler, A., Wu, Y. et Fan, X.(2021). Teacher–child Interaction and Preschoolers’ Learning Behavior in China: A Piecewise Growth Model.
Early Education and Development, 32(5), 677-694.
- Kook, J. F. et Greenfield, D. B.(2021). Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms.
Journal of Early Childhood Research, 19(2), 128-144.
- Styck, K. M., Anthony, C. J., Sandilos, L. E. et DiPerna, J. C.(2021). Examining Rater Effects on the Classroom Assessment Scoring System.
Child Development, 92(3), 976-993.
- (2021). Quality of Interactions in ECE Settings and Morphosyntactic Difficulties Among 4-Year-Old Neglected Children: Results from the ELLAN Study.
First Language, 41(3), 336-360.
- (2021). Profiles of teacher-child interaction quality in groups of three-year-old children in Quebec and France.
SN Social Sciences, 1, article 263.
- Pianta, R. C., Whittaker, J. E., Vitiello, V., Ruzek, E., Ansari, A., Hofkens, T. et DeCoster, J.(2020). Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content.
Journal of Applied Developmental Psychology, 66, article 101084.
- Gordon, R. A. et Peng, F.(2020). Evidence regarding the domains of the CLASS PreK in Head Start classrooms.
Early Childhood Research Quarterly, 53, 23-39.
- Penttinen, V., Pakarinen, E., Suchodoletz, A. von et Lerkkanen, M.-K.(2020). Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions.
Early Education and Development, 31(7), 994-1010.
- Bulotsky Shearer, R. J., Bichay-Awadalla, K., Bailey, J., Futterer, J. et Qi, C. H.(2020). Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills.
Topics in Early Childhood Special Education, 40(3), 159-171.
- DiCarlo, C. F., Meaux, A. B. et LaBiche, E. H.(2020). Exploring Mindfulness for Perceived Teacher Stress and Classroom Climate.
Early Childhood Education Journal, 48(4), 485-496.
- Hewett, B. S.(2020). Organizational Climate : Collegiality and Supervisor Support in Early Childhood Education Programs.
Early Childhood Education Journal, 48(4), 415-427.
- Williford, A. P. et Vitiello, V. E.(2020). Who’s in charge? Child behavior predicts teacher subsequent classroom management practice for preschoolers reported to display disruptive behavior.
School Psychology, 35(5), 299-310.
- (2020). La qualité des interactions enseignante-enfants et le développement du raisonnement spatial à la maternelle quatre ans temps plein en milieu défavorisé
(Thèse de doctorat, Université du Québec à Montréal).
- Egert, F., Dederer, V. et Fukkink, R. G.(2020). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis.
Educational Research Review, 29, article 100309.
- Perlman, M., Falenchuk, O., Fletcher, B., McMullen, E., Beyene, J. et Shah, P.S.(2016). A systematic review and meta-analysis of a measure of staff/child interaction Quality (the Classroom Assessment Scoring System) in early childhood education and care settings and child outcomes.
PLoS ONE 11(12), 1-33.
- Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E. et Rolla, A.(2015). Teacher–Child Interactions in Chile and Their Associations with Prekindergarten Outcomes.
Child Development, 86(3), 781‑799.