Challenges and Opportunities in Teaching Through Interactions Framework: A Three-level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-06-14 DOI:10.1007/s10643-024-01703-y
Hongbin Xie, Hongliu Ouyang, Nik Rosila Nik Yaacob, Daimin Feng, Shuang Wang
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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.

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通过互动框架进行教学的挑战与机遇:CLASS测量和儿童词汇技能的三级元分析
在幼儿教育和保育(ECEC)项目中,教师与儿童互动的质量被认为对儿童的词汇发展非常重要。然而,以往关于课堂评估计分系统(CLASS)所测量的师幼互动与儿童词汇技能之间关系的研究并不一致。在本研究中,我们进行了三级荟萃分析,研究了 CLASS 三个领域与学前儿童词汇技能之间的相关性,然后探讨了词汇成分、家庭经济条件、出版年份和样本平均年龄的调节作用。研究人员利用四个数据库(Web of Science、PsycINFO、PsycARTICLES、ERIC)和谷歌学术搜索了相关文献,最终确定了 23 篇 2010 年至 2022 年间发表的符合纳入标准的文章。研究结果表明,情感支持、课堂组织、教学支持和词汇技能之间的整体关联效应很小,但程度适中。敏感性分析和元偏差分析总体上支持CLASS三个领域与儿童词汇技能之间关联的综合效应的稳健性。此外,情感支持与词汇技能之间的联系受到社会经济地位和词汇技能组成部分的调节,而课堂组织和教学支持只受到词汇技能组成部分的调节。本文讨论了未来评估幼儿教育质量研究的意义。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
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
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