Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal-Reference-Cited by-同舟云学术

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Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal

Published:2021-02-16 Issue: Volume: Page:
ISSN:1522-7227
Container-title:Infant and Child Development
language:en
Short-container-title:Inf. Child Develop.

Author:

Salminen Jenni¹^ORCID,Guedes Carolina²,Lerkkanen Marja‐Kristiina³,Pakarinen Eija³,Cadima Joana²

Affiliation:

1. Department of Education University of Jyväskylä Jyväskylä Finland

2. Center for Psychology at University of Porto, Faculty of Psychology and Educational Sciences University of Porto Porto Portugal

3. Department of Teacher Education University of Jyväskylä Jyväskylä Finland

Funder

Academy of Finland

Publisher

Wiley

Subject

Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.2222

Reference101 articles.

1. Working Memory and Spoken Language Comprehension in Young Children

2. A structural analysis of working memory and related cognitive skills in young children

3. Is pre-K classroom quality associated with kindergarten and middle-school academic skills?

4. Refining the Preschool Self-regulation Assessment for Use in Preschool Classrooms

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1. Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings;Early Childhood Research Quarterly;2025

2. Playfulness and the quality of classroom interactions in preschool;Learning and Instruction;2024-10

3. Children’s Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments;Early Education and Development;2024-06-11

4. Relations between teacher–child interaction quality and children’s playfulness;Early Child Development and Care;2024-05-22

5. Examining concept development classroom interaction quality and children's developmental progress in state pre-K/head start programs using pre-K CLASS and LAP-3;Acta Psychologica;2024-05

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