Thématiques
- Miller, E.B., Ku, S. et Blair, C.B.(2025). Association Between Teacher Depressive Symptoms and Rural Children’s Cognitive Outcomes: Indirect Relations with Early Care and Education Quality.
Early Childhood Education Journal, 53(1), 119-130.
- Alexandersen, N., Zachrisson, H. D., Røysamb, E., Wilhelmsen, T., Wang, M. V. et Brandlistuen, R. E.(2024). Preschool structural quality and student-teacher closeness are related to children's adjustment: sibling-informed design.
Early Childhood Research Quarterly, 66(1er quartier), 48-60.
- Elbaum, B., Perry, L. K. et Messinger, D. S.(2024). Investigating children's interactions in preschool classrooms: An overview of research using automated sensing technologies.
Early Childhood Research Quarterly, 66(1er quartier), 147-156.
- Chernicoff, L. et Labra, D.(2024). The Educators We Can Be: Supporting Social-Emotional Competence in Mexican Preschools.
Childhood Education, 100(1), 28-36.
- Røe-Indregård, H., Brinchmann, E. I., Rydland, V., Rowe, M. L., Hagtvet, B. E. et Zambrana, I. M.(2024). Teacher-Child Interactions During Toy Play and Book Sharing.
Early Education and Development, 35(2), 234-249.
- Zhao, H., Sharp, K. L. et Malkus, A. J.(2024). Predictors of preschoolers’ classroom engagement: teacher-child interactions, teacher-child relationships, and child’s self-control.
Early Child Development and Care, 194(1), 58-71.
- Ogg, J., Anthony, C. J. et Wendel, M.(2024). Student-teacher conflict or student-school conflict? Exploring bidirectional relationships between externalizing behavior and teacher conflict.
Early Childhood Research Quarterly, 67(2e quartier), 44-54.
- Pedersen, L., Bakken, A. R. B., Johannessen, K. et Bøyum, S.(2024). Teachers’ interactions with children in micro-level transitions in Norwegian preschools.
European Early Childhood Education Research Journal, 32(2), 236-247.
- 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.
- Ger, E., Wermelinger, S., de Ven, M. et Daum, M. M.(2024). What's the point? Infants' and adults' perception of different pointing gestures.
Infancy, 29(2), 251-270.
- Levickis, P., Cloney, D.Maude Roy-Vallières et Eadie, P.(2024). Associations of Specific Indicators of Adult-Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?
Early Education and Development, 35(4), 647-666.
- Brunsek, A., Rodrigues, M., Sokolovic, N., Borairi, S., Janmohamed, Z., Jenkins, J. M. et Perlman, M.(2024). Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial.
Early Education and Development, 35(5), 1014-1031.
- Dede Yildirim, E., Frosch, C. A., Santos, A. J., Veríssimo, M., Bub, K. et Vaughn, B. E.(2024). Antecedents to and outcomes associated with teacher-child relationship perceptions in early childhood: Further evidence for child-driven effects.
Child Development, 95(3), 679-698.
- 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.
- Lin, S.-Y., Lam, C. B. et Chung, K. K. H.(2024). The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study.
International Journal of Behavioral Development, 48(3), 249-260.
- Anderson, A. J. et Sammy Perone, S.(2024). The kids are bored: Trait boredom in early childhood and links to self-regulation, coping strategies, and parent-child interactions.
Journal of Experimental Child Psychology, 243, article 105919.
- Chen, M., Koomen, H. M. Y. et Roorda, D. L.(2024). Young Children’s and Teachers’ Perceptions of Affective Teacher-Child Relationships: A Cross-Cultural Comparison Between the Netherlands and China.
Early Education and Development, 35(6), 1176-1193.
- 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.
- Goupil, L., Dautriche, I., Denman, K., Henry, Z., Marriott-Haresign, I. et Wass, S.(2024). Leader-follower dynamics during early social interactions matter for infant word learning.
PNAS, 121(38), e2321008121.
- Koşkulu-Sancar, S., Blom, E., van de Weijer-Bergsma, E., Grandfield, E., Verhagen, J., et Mulder, H.(2024). Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood.
Infant and Child Development, 33(3), e2474.
- Pölzl-Stefanec, E., Barta, M. et Walter-Laager, C.(2024). Assurance and Development of Interaction Quality: The Impact of Blended-Learning Professional Development Training Programme.
Early Childhood Education Journal, 52(6), 969-978.
- Rüdisüli, C., Duss, I., Lannen, P. et Wustmann Seiler, C.(2024). Relations between teacher-child interaction quality and children’s playfulness.
Early Child Development and Care, 194(7-8), 883-897.
- 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.
- (2024). La qualité des interactions en service de garde en milieu familial: regards croisés sur l’approche normative et l’approche de faire sens.
Revue des Sciences de l’Éducation de McGill, 28(3), 81-105.
- McGillion, M., Davies, C., Kong, S. P., Hendry, A. et Gonzalez-Gomez, N.(2024). Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns.
Journal of Child Language, 51(5), 1213-1229.
- Neuberger, F., Grgic, M. et Fackler, S.(2024). Interaction Quality Among Children, Staff and Parents in German ECEC Centres in the COVID-19 Pandemic.
Early Childhood Education Journal, 52(8), 1963-1991.
- Isler, D., Hefti, C., Schönberger, J. et Sticca, F.(2024). Language education in Kindergarten classrooms - development of a measurement instrument assessing the quality of teachers’ scaffolding in everyday interactions.
Swiss Journal of Educational Research, 46(3), 138-152.
- Linder, S. M., D’Amico, L. et Fan, X.(2024). The Role of Teacher/Child Interaction Assessments in Supporting Professional Learning within 4K Settings.
Early Childhood Education Journal, 52(8), 2095-2106.
- Luo, L., Qiu, Y., Lyu, S., Ge, H. et Liu, H.(2024). Variation in the Quality of Teacher-Child Interactions in Chinese Toddler Classrooms.
Early Education and Development, 35(8), 1847-1861.
- Shengjergji, S.(2024). « Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool.
European Early Childhood Education Research Journal, 32(5), 834-851.
- Wright, A., Martin, A., Castle, S., Phillips, D. A. et Johnson, A. D.(2024). The Roles of Student-Teacher Relationship Quality and Classroom Self-Regulatory Supports for Children’s Self-Regulatory Skills in Kindergarten and First Grade.
Early Education and Development, 36(1), 37-61.
- Burns, S., Barron, C., Saleem, S., Jegatheeswaran, C., Jenkins, J. et Perlman, M.(2023). Examining interactions between educators and across children: Evaluating the validity of the responsive interactions for Learning - Educator-Child Dyad version.
Early Childhood Research Quarterly, 62(1st quarter), 405-416.
- Cadima, J., Barros, S., Bryant, D. M., Peixoto, C., Coelho, V. et Pessanha, M.(2023). Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities.
Early Education and Development, 34(2), 469-484.
- Cash, A. H. et Pianta, R. C.(2023). Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors.
Early Childhood Research Quarterly, 62(1st quarter), 324-334.
- Eshelman, V. T., Lieberman-Betz, R. G., Vail, C. O. et Brown, J. A.(2023). An examination of patterns of caregiver responsiveness and toddler communication in early childhood classrooms.
Journal of Early Childhood Teacher Education, 44(1), 80-94.
- 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.
- Helmerhorst, K. O. W., Dutta, M., Khanom, F., Zaman, S. S. et Gevers Deynoot-Schaub, M. J. J. M.(2023). Quality of Caregiver–child Interactions in Early Child Care Centers in Bangladesh: Measurement and Training.
Early Education and Development, 34(1), 208-227.
- Kotaman, H.(2023). Improving early childhood teachers’ emotional skills supporting children’s academic socio-emotional development.
Early Child Development and Care, 193(4), 574-586.
- Loomis, A.M., Freed, S. et Coffey, R.(2023). Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis.
Early Childhood Education Journal, 51(1), 179-188.
- 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.
- Lyndon, S. et Moss, H.(2023). Creating Meaningful Interactions for Young Children, Older Friends, and Nursery School Practitioners within an Intergenerational Project.
Early Childhood Education Journal, 51(4), 755-764.
- Marks, L. C., Hund, A. M., Finan, L. J., Kannass, K. N. et Hesson-McInnis, M. S.(2023). Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher–child closeness.
Journal of Experimental Child Psychology, 227, article 105585.
- 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.
- Murray, E., Harrison, L. J. et Trapolini, T.(2023). Children’s drawings of student-teacher relationship quality: examining change over the first year of school.
Early Child Development and Care, 193(1), 1-17.
- Pesch, A. et Koenig, M. A.(2023). Trust Matters: Measuring and Identifying a Role for Epistemic and Interpersonal Trust in Preschoolers’ Learning from Teachers.
Early Education and Development, 34(1), 27-52.
- Poulou, M. S. et Denham, S. A.(2023). Teachers’ Emotional Expressiveness and Coping Reactions to Students’ Emotions: Associations with Students’ Social-Emotional Competences and School Adjustment.
Early Education and Development, 34(3), 607-625.
- Rivas, A., Mooss, A., Pontier, C.H., Romillo, J. et Muñoz, E.(2023). The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings.
International Journal of Child Care and Education Policy, 17, article 12.
- Šumatić, M., Malmberg, L.-E., Gregoriadis, A., Grammatikopoulos, V. et Zachopoulou, E.(2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools.
Early Childhood Research Quarterly, 64(3rd quarter), 355-367.
- 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.
- Baron, F., Linberg, A. et Kuger, S.(2023). Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach.
European Early Childhood Education Research Journal, 31(4), 640-659.
- Christ, T., Bakhoda, I., Chiu, M. M., Wang, X. C., Schindel, A. et Liu, Y.(2023). Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions.
Journal of Research in Childhood Education, 37(4), 519-549.
- Elizarov, E., Benish-Weisman, M. et Ziv, Y.(2023). Teacher–child relational conflict and maladaptive social behaviors: The moderating role of children’s values.
Journal of Experimental Child Psychology, 233, article 105689.
- Embacher, E.-M., Zöggeler-Burkhardt, L. et Smidt, W.(2023). Closeness and conflict in teacher-child relationships in preschool: the role of child personality types.
Early Child Development and Care, 193(11-12), 1240-1256.
- Frick, E. et Lehnerer, E.(2023). Quality of interactions in child day-care centres: status quo analysis of interaction designs in daily kindergarten routine.
Early Child Development and Care, 193(11-12),1257-1272.
- Gerde, H. K., Bingham, G. E., Kung, M., Pikus, A. E. et Etchison, H.(2023). STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices.
Early Education and Development, 34(5), 1147-1171.
- Ginsberg, Y. C.(2023). Socialization discontinuity as an explanation for disparities in teacher-child relationships.
Early Childhood Research Quarterly, 65(4), 170-178.
- Kavak, S. et İbrahim Akyürek, M.(2023). The impact of the creative leadership qualities of preschool teachers on children’s motivation.
Early Child Development and Care, 193(9-10),1188-1198.
- Kook, J. F.(2023). Questions that Fuel the Mind: Exploring the Associations between Teacher-Child Higher-Level Interaction and Preschoolers’ Development of Executive Functions.
Early Education and Development, 34(5), 1213-1235.
- Kultti, A.(2023). Extended dialogues in establishing children-teacher play: The pattern of initiation–challenge–extension (ICE).
Journal of Early Childhood Research, 21(4), 510-523.
- (2023). Factorial structure of the inCLASS: validation study in Quebec early childcare centers.
SN Social Sciences, 3(8), article 132.
- Lee, J. Y. et Sung, J.(2023). Multiple Determinants of Interaction Quality among Childcare Providers.
Child Youth Care Forum, 52(4), 955-982.
- (2023). Le concept de perezhivanie pour étudier la complexité des interactions entre l'enfant et l'environnement socioculturel.
Revue internationale du CRIRES: innover dans la tradition de Vygotsky, 7(1), 11-23.
- Nguyen, T., Atkins-Burnett, S., Monahan, S., Tarullo, L., Xue, Y. et Cannon, J.(2023). Supporting Responsive Caregiving for the Youngest Children: Psychometric Evidence of the Quality of Care for Infants and Toddlers (QCIT) Observational Measure.
Early Education and Development, 34(7), 1682-1703.
- 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.
- Reyhing, Y. et Perren, S.(2023). The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care.
Journal of Research in Childhood Education, 37(4), 582-597.
- Smidt, W. et Embacher, E.-M.(2023). Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria.
International Journal of Early Years Education, 31(3), 675-687.
- Smidt, W. et Embacher, E.-M.(2023). The importance of structural characteristics for interaction quality in Austrian preschools.
European Early Childhood Education Research Journal, 31(5), 752-771.
- Vatou, A., Gregoriadis, A., Tsigilis, N. et Grammatikopoulos, V.(2023). Quality of Teacher–Child Relationships: An Exploration of its Effect on Children’s Emergent Literacy Skills.
International Journal of Early Childhood, 55, 279-294.
- 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.
- Baron, F., Linberg, A. et Lehrl, S.(2023). Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics.
Early Child Development and Care,193(13-14), 1485-1502.
- 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.
- Bilodeau, K., Giguère, E. et St-Arnaud, L.(2023). Le lien affectif à l’élève et le travail invisible de care en éducation préscolaire et en enseignement primaire : entre désir et obligation.
Revue canadienne de l’éducation, 46(4), 866-890.
- 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.
- Sette, S., Zava, F., Baumgartner, E., Laghi, F. et Coplan, R. J.(2022). Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships.
Early Education and Development, 33(2), 187‑203.
- Wang, Y., Tao, Y., Zhu, L., Li, Y. et Huang, D.(2022). Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship.
Frontiers in psychology, 13, article 991039.
- Undheim, M.(2022). Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review.
European Early Childhood Education Research Journal, 30(3), 472-489.
- (2022). Relations entre la qualité des interactions enseignante-enfants et le développement du raisonnement spatial des enfants de maternelle quatre ans à temps plein en milieu défavorisé.
Revue canadienne de l’éducation, 45(2), 400‑427.
- Shafer, A. E., Wanless, S. B. et Briggs, J. O.(2022). Toddler teachers’ responses to tantrums and relations to successful resolutions.
Infant and Child Development, 31(3), article 2304.
- Sette, S., Zava, F., Baumgartner, E., Laghi, F. et Coplan, R. J.(2022). Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships.
Early Education and Development, 33(2), 187-203.
- Seo, S. et Yuh, J.(2022). Mindfulness and Resilience as Mediators in the Relationship Between Job-Related Stress and Teacher–Child Interaction Among Early Childhood Educators.
Early Childhood Education Journal, 50(7), 1209-1219.
- Senzaki, S. et Shimizu, Y.(2022). Different types of focus: Caregiver–child interaction and changes in preschool children’s attention in two cultures.
Child Development, 93(3), 348-356.
- Salo, V. C., King, L. S., Gotlib, I. H. et Humphreys, K. L.(2022). Infants who experience more adult-initiated conversations have better expressive language in toddlerhood.
Infancy, 27(5), 916-936.
- Ornaghi, V., Conte, E., Agliati, A. et Gandellini, S.(2022). Early-childhood teachers’ emotion socialization practices : A multi-method study.
Early Child Development and Care, 192(10), 1608‑1625.
- Ocak Karabay, S. et Asi, D.(2022). Are They Different in Their Relationship Perceptions? Cross-Cultural Comparison between U.S. and Turkish Preschoolers.
Journal of Research in Childhood Education, 36(2), 255-271.
- Narea, M., Treviño, E., Caqueo-Urízar, A., Miranda, C. et Gutiérrez-Rioseco, J.(2022). Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being.
Child Indicators Research, 15(2), 533-551.
- Huang, J., Siu, C. T.-S. et Cheung, H.(2022). Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement.
Early Childhood Research Quarterly, 61(4th Quarter), 179‑189.
- (2022). Portrait de la qualité des interactions pour soutenir l’oral des enfants dans des classes de maternelle en Belgique.
Éducation et francophonie, 50(1), en ligne.
- 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.
- 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.
- Ducreux, E. et Puentes-Neuman, G.(2022). Baby-caregiver dyadic exchanges in different placement settings: an ethological study.
Early Child Development and Care, 192(8), 1229-1242.
- Denham, S. A., Mortari, L. et Silva, R.(2022). Preschool Teachers’ Emotion Socialization and Child Social-Emotional Behavior in Two Countries.
Early Education and Development, 33(5), 806-831.
- Zhang, M., Cao, H., Zhou, N., Hong, X. et Liu, Q.(2022). Socioeconomic status and caregiving sensitivity among Chinese childcare centre teachers: adaptive caregiving belief as a mediator and childcare centre type as a moderator.
Early Child Development and Care, 192(16), 2559-2572.
- Fukkink, R. G.(2022). Caregiver–child relationships in after-school care: the role of gender and the gender match.
Early Child Development and Care, 192(16), 2665-2678.
- Fuertes, M., Almada, M. J., Braz, M. et Lopes, J.(2022). Interacting and communicating with children: an exploratory study about educators’ behavior during a collaborative activity.
European Early Childhood Education Research Journal, 30(6), 912-929.
- (2022). La relation enseignant-apprenants au Canada, en France et en Suisse : Perspective internationale et bonnes pratiques sur la profession enseignante.
Revue Internationale de Communication et Socialisation, 9(2), 153-156.
- (2021). Quality of interactions in ECE settings and mean length of utterances among 4-year-old neglected children: Results from the ELLAN Study.
First Language, Prépublication.
- Clegg, J. M., Wen, N. J., DeBaylo, P. H., Alcott, A., Keltner, E. C. et Legare, C. H.(2021). Teaching Through Collaboration: Flexibility and Diversity in Caregiver–Child Interaction Across Cultures.
Child Development, 92(1), 56-75.
- 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.
- Horn, E. P., McCormick, M. P., O’Connor, E. E., McClowry, S. G. et Hogan, F. C.(2021). Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior.
Early Childhood Research Quarterly, 55, 107-118.
- 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.
- Lawrence, P.(2021). Dialogue observed in dialogue: entering a ‘Dialogical Approach to Observation’ in early childhood.
Early Child Development and Care, 191(2), 292-306.
- Pakarinen, E., Lerkkanen, M.-K., Viljaranta, J. et Suchodoletz, A. von.(2021). Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math.
Child Development, 92(1), 388-407.
- Sette, S., Zava, F., Baumgartner, E., Laghi, F. et Coplan, R. J.(2021). Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships.
Early Education and Development, Prépublication.
- Sönmez, S. et Kolaşınlı, I. B.(2021). The effect of preschool teachers’ stress states on classroom climate.
Education 3-13, 49(2), 190-202.
- (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.
- (2021). Dynamiques interactionnelles : liens réciproques entre le soutien émotionnel et l’engagement de l’enfant à l’éducation préscolaire cinq ans.
Revue des sciences de l’éducation, 47(1), 3-30.
- Faisca, É.(2021). La participation de l’enfant en protection de l’enfance : Enjeux, conditions et obstacles.
Enfances Familles Générations, 37, en ligne.
- Harvey, H., Dunlap, G. et McKay, K.(2021). Primary and Secondary Effects of Prevent-Teach-Reinforce for Young Children.
Topics in Early Childhood Special Education, 41(2), 100-114.
- 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.
- Longobardi, C., Settanni, M., Lin, S. et Fabris, M. A.(2021). Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school.
British Journal of Educational Psychology, 91(2), 547-562.
- Salminen, J., Guedes, C., Lerkkanen, M. K., Pakarinen, E. et Cadima, J.(2021). Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal.
Infant and Child Development, 30(3), e2222.
- OCDE.(2021). Starting Strong VI. Supporting Meaningful Interactions in Early Childhood Education and Care.
OCDE.
- Sjöman, M., Granlund, M., Axelsson, A. K., Almqvist, L. et Danielsson, H.(2021). Social interaction and gender as factors affecting the trajectories of children’s engagement and hyperactive behaviour in preschool.
British Journal of Educational Psychology, 91(2), article 12383.
- Vincett, M., Perlman, M., Pauker, S. et Jenkins, J.(2021). How much variability is there in children’s experiences with different educators?
Early Childhood Research Quarterly, 56, 78-89.
- Wolstein, K., Ehm, J.-H., Peters, S. et Mischo, C.(2021). Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?
European Early Childhood Education Research Journal, 29(4), 617-632.
- Yang, N., Shi, J., Lu, J. et Huang, Y.(2021). Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency.
Frontiers in Psychology, 12, article 649680.
- (2021). Profiles of teacher-child interaction quality in groups of three-year-old children in Quebec and France.
FN Social Sciences, 1, article 263.
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International Journal of Early Childhood, 48(3), 259-276.
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