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Association between the quality of teacher–child interactions in toddler classrooms and children’s numeracy, language, and literacy skills
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DOI：10.1016/j.ecresq.2026.06.005.png)
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Abstract
En 中文
• Foundations of math and reading skills are created early in childhood. • Teacher–child interactions are associated with toddlers’concurrent numeracy, language and literacy skills. • Teacher–child interactions are associated with subsequent language and literacy skills three years later. • Longitudinal associations are not mediated through earlier skills.
Keywords:
Quality of teacher–child interactions
Numeracy skills
Language skills
Literacy skills
Toddler
Entry into pre-primary education
Early childhood education
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