Challenges and Opportunities in Teaching Through Interactions Framework: A Three-level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills
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引用次数: 0
Abstract
In Early Childhood Education and Care (ECEC) programs, the quality of teacher–child interactions is regarded to be important for children's vocabulary development. However, prior studies on the relationships between teacher and child, as measured by the Classroom Assessment Scoring System (CLASS), and children’s vocabulary skills are inconsistent. In this study, we conducted a three-level meta-analysis to investigate the correlation between three CLASS domains and preschool children’s vocabulary skills and then explored the moderating effects of vocabulary components, family SES, publication year, and sample mean age. Relevant literature was searched using four databases (Web of Science, PsycINFO, PsycARTICLES, ERIC) and Google Scholar, leading to the identification of 23 articles published between 2010 and 2022 meeting the inclusion criteria. The findings indicated that the overall effect of the associations between Emotional Support, Classroom Organization, Instructional Support, and vocabulary skills was small to moderate in magnitude. Sensitivity and meta-bias analyses generally supported the robustness of the pooled effect of the association between three CLASS domains and children’s vocabulary skills. Also, the association between Emotional Support and vocabulary skills was moderated by SES, and the components of vocabulary skills, while Classroom Organization and Instructional Support were only moderated by the components of vocabulary skills. Implications for future research on assessing the quality of early childhood education are discussed.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field