Association between the Quality of Teacher-Child Interaction and Language Development

Abstract

The article presents a review aimed at studying the relationship between classroom quality and preschoolers' language development. Classroom quality is understood as the quality of teacher-child interactions in the kindergarten classroom. The rationale for this study is determined by multiple findings that language development at preschool age is a powerful predictor of schooling outcomes. Research results are analyzed and systematized separately for three domains of the Classroom Assessment Scoring System (CL ASS™): instructional support, emotional support, and classroom organization. We demonstrate which aspects of language development (phonological awareness, vocabulary, sound-letter knowledge) are affected more or less by classroom quality. The article presents the results of correlational and longitudinal studies. The high level of agreement among their findings indicates effectiveness of the CLASS™ as a method to assess classroom quality and the significant impact of classroom quality on language development in the three domains specified.

Evaluation of Teacher's Classroom Practices in the Context of Vygotsky's Cultural-Historical Theory

“…Children's development is shaped by the environmental and cultural context resulting from the classroom experiences, activities, and interactions provided to them. The quality of teacher-child interactions in preschool classrooms significantly affects children's language development (Cunningham et al, 2020;Veraksa et al, 2019). As a result of the analysis of the observations made in the context of the teacher's "Use of language" theme, it is necessary to ensure meaning development first.…”

The Influence of Music Classes on the Regulatory Functions and Language Abilities of Children Aged 5-12: The Review of Research Studies

“…При этом нет однозначных результатов, указывающих на то, какой аспект регуляторных функций в большей степени будет развиваться благодаря занятиям музыкой. Это может зависеть от таких параметров, как пол ребенка, стаж занятия музыкой, интерес ребенка, особенности коммуникации с преподавателем, наличие дополнительных занятий, например спортом (Veraksa et al, 2020;.…”

“…Речь и саморегуляция способствуют развитию навыков понимания, распознавания и контроля эмоций, коммуникативных навыков и способности к осмыслению получаемой информации . Кроме того, рассматриваемый в анализе возраст 5-12 лет является наиболее сензитивным для формирования и закрепления регуляторных функций и языковых способностей (Davidson et al, 2006;Veraksa, et al, 2020).…”