How do years of teaching experience and kindergarten group size determine the teacher-child interaction quality
Bibliographic Data
| ID | 22162199 |
|---|---|
| Authors | Olga Almazova (Lomonosov Moscow State University), Daria Bukhalenkova (0000-0002-4523-1051, Lomonosov Moscow State University, corresponding author), Yury Zinchenko (Moscow State University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-06-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1829899 |
| OpenAlex | W7164806464 |
| Language | EN |
| References cited | 38 |
The teacher-child interaction in a preschool educational institution largely determines the child’s success in further school adaptation and education. This research focused on examining the contribution of such factors as a teacher's years of experience and the children's number in a group to the children's interaction quality with teachers. The sample included teachers from 97 groups, in which 3,108 children are taught. The CLASS method was used to assess the interaction quality between children and teachers. Years of experience was a significant predictor of the Positive Climate, Concept Development, Quality of Feedback, and Language Modeling dimensions scores, while the children's number in the group was a negative predictor of the Behavior Management dimension. In addition, for the scores on the Positive сlimate and Quality of Feedback dimension, years of experience is a predictor only in groups with a not very large number of children (less than 38)
Class size · Sample size determination · Child Development and Digital Technology · Early Childhood Education and Development · Parental Involvement in Education
Education at a Glance 2023
Early Childhood Teachers’ Psychological Well-Being
Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review
Teacher qualifications, classroom practices, family characteristics, and preschool experience
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions
From Pre-Service Preparation to Professional Development
Features of Pre-Kindergarten Programs, Classrooms, and Teachers
At the heart of child care
Measuring and improving quality in early care and education
Relating preschool class size to classroom quality and student achievement
Classroom quality and children’s academic skills in child care centers
When bigger looks better
The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities
| Highly cited | No |
|---|