Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes

Abstract

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher-child interactions in Chile (construct validity) and (b) whether these domains predicted end-of-prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four-year-old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross-country comparison of quality of teacher-child interactions in prekindergarten classrooms are discussed.