Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?-Reference-Cited by-同舟云学术

Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?

Published:2023-04-05 Issue: Volume: Page:1-20
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Levickis Penny¹²^ORCID,Cloney Dan¹³^ORCID,Roy-Vallières Maude⁴^ORCID,Eadie Patricia¹^ORCID

Affiliation:

1. Melbourne Graduate School of Education, University of Melbourne

2. Genetics, Murdoch Children’s Research Institute

3. Centre for Global Education Monitoring, Australian Council for Educational Research

4. Faculté des sciences de l’éducation, Université du Québec à Montréal

Funder

not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2023.2193857

Reference79 articles.

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2. April, J., Lanaris, C. & Bigras, N. (2018). Conditions d’implantation de la maternelle quatre ans à temps plein en milieu défavorisé. Sommaire de rapport. Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche.

3. Australian Bureau of Statistics. (2001). Information paper: Use of the Kessler psychological distress scale in ABS health surveys, Australia, 2001 (cat no. 4817.0.55.001). ABS.

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