Abstract
This study examined the quality of teacher-child classroom interactions in Chinese kindergartens and associated program- and teacher-related features. In examining 180 classrooms from randomly selected kindergartens in a southern China province, latent profile analysis (LPA) identified four distinctive profiles of teacher-child interactions. Significant associations were found between teacher-child interaction quality profiles, teacher and program features. Lower teacher-child interaction quality profiles were associated with less desirable program-and teacher-related features, suggesting that programs serving communities where families were most socioeconomically disadvantaged were least likely to receive them.
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