Abstract
This article summarizes recent trends in early childhood education and the role of teacher-child interactions, and also expands upon one particular framework that has helped the field advance in understanding this key component. Motivation for this summary comes from a growing body of international research, including some studies in Latin America, that indicate that investment in early childhood education can reap significant benefits for children and their communities. Latin America has made significant efforts to increase early childhood education; however, access does not appear to be sufficient to ensure adequate outcomes for children’s learning and development. The growing evidence base points to the quality of the experience within the classroom, and specifically to the quality of teacher-child interactions, as critically necessary in order to maximize children’s development and learning. The Teaching Through Interactions Framework provides a useful approach to understanding the nature of classroom interactions, as well as initial evidence that professional development can enhance such interactions. Based on this summary of the current state of affairs, this article then offers recommendations for early childhood education.
Highlights
This article summarizes recent trends in early childhood education and the role of teacher-child interactions, and expands upon one particular framework that has helped the field advance in understanding this key component
This article summarizes recent trends in early childhood education and the role that teacherchild interactions play as one key component
The second section reviews examples of evidence that the impact of early childhood education is dependent on the quality of the experience and articulates one approach to understanding the nature of classroom interactions: the Teaching Through Interactions Framework (TTIF)
Summary
This article summarizes recent trends in early childhood education and the role of teacher-child interactions, and expands upon one particular framework that has helped the field advance in understanding this key component. In a large-scale study of state-funded preschool classrooms in the United States, findings indicated that teacher-child interactions were associated with academic and socio-emotional gains beyond the effects of program design, infrastructure, and a global measure of quality (Mashburn et al, 2008).
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