Multiple Determinants of Interaction Quality among Childcare Providers
Author:
Funder
The National Research Foundation of Korea
Publisher
Springer Science and Business Media LLC
Subject
Life-span and Life-course Studies,Social Sciences (miscellaneous)
Link
https://link.springer.com/content/pdf/10.1007/s10566-022-09713-w.pdf
Reference113 articles.
1. Ansari, A., & Pianta, R. C. (2019). Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications. Applied Developmental Science, 23(3), 294–304. https://doi.org/10.1080/10888691.2018.1439749
2. Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10(4), 541–552
3. Asteriou, D., & Hall, S. G. (2011). Applied Econometrics. Palgrave MacMillan
4. Bae, S. E., & Moon, H. J. (2016). Effects of happiness, occupational stress and teacher efficacy of nursery teachers on interaction between teacher and infants. Korean Journal of Children’s Media, 15(2), 239–258. https://doi.org/10.21183/kjcm.2016.09.15.3.239
5. Balladares, J., & Kankaraš, M. (2020). Attendance in early childhood education and care programmes and academic proficiencies at age 15. (OECD Education Working Papers No. 214). OECD Publising. https://doi.org/10.1787/f16c7ae5-en
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