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

Abstract

The article presents a review aimed at studying the relationship between the process quality of the educational environment and the indicators of preschool language development. By process quality is understood the quality of the processes of teacher-child interaction in kindergarten groups (the CLASSTM assessment). The review considers correlation and longitudinal studies. The analysis and systematization of research results is carried out separately for the CLASSTM domains: Instructional Support, Emotional Support and Classroom Organization, which correspond to the emotional, instructional and organizational aspects of teacher-child interactions. The results of the studies testify to the existence of a stable connection between the organizational features of teacher-child interactions and their results of language development. The high level of consistency in the research results testifies to the effectiveness of the method used to assess the process quality of the educational environment — the Classroom Assessment Scoring System (CLASSTM) and the significant effect of process quality on preschool language development. This review can be useful for researchers of the quality of preschool education, since it presents systematic results of studies and information on the effectiveness of methods used in them.