Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood

被引：0

作者：

Koskulu-Sancar, Sumeyye ^{[1
,4
]}

Blom, Elma ^{[1
]}

van de Weijer-Bergsma, Eva ^{[1
]}

Grandfield, Elizabeth ^{[2
]}

Verhagen, Josje ^{[3
]}

Mulder, Hanna ^{[1
]}

机构：

[1] Univ Utrecht, Dept Educ & Pedag, Dev & Educ Youth Diverse Soc DEEDS, Utrecht, Netherlands

[2] Univ Utrecht, Methodol & Stat Dept, Utrecht, Netherlands

[3] Univ Amsterdam, Amsterdam Ctr Language & Commun, Amsterdam, Netherlands

[4] Univ Utrecht, Dept Dev & Educ Youth Diverse Soc, Heidelberglaan 1, NL-3584 CS Utrecht, Netherlands

来源：

INFANT AND CHILD DEVELOPMENT | 2024年 / 33卷 / 03期

关键词：

executive function; teacher-child interaction; toddlerhood; WORKING-MEMORY; SELF-REGULATION; YOUNG-CHILDREN; FIT INDEXES; CLASSROOM; QUALITY; SCHOOL; ASSOCIATIONS; CARE; SKILLS;

D O I：

10.1002/icd.2474

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (M-age = 28.60 months, SD = 2.83) and 3 (M-age = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood.

引用

页数：27

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