A meta-analysis of teacher-child interaction and early child outcomes from the perspective of CLASS

This meta-analysis aims to clarify the relationship between teacher-child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 i...

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Bibliographic Details
Published in:Early child development and care 2023-12, Vol.193 (15-16), p.1620-1651
Main Authors: Zheng, Qikai, Zheng, Xinjun, Liu, Naihua, Wang, Fen, Zhao, Yuwei
Format: Article
Language:English
Subjects:
child outcomes
Children
CLASS
Classrooms
early education
Emotional support
Literacy
Mathematics
Measurement
Meta-analysis
Self regulation
Social development
Student teacher relationship
Teacher-child interaction
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Summary:This meta-analysis aims to clarify the relationship between teacher-child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 independent effect sizes and 67,919 participants were included through literature search and screening. The results show that CLASS is moderately correlated with children's outcomes in language, mathematics, self-regulation, and correlated with children's literacy and social development to a low degree. Apart from within-domain links to children's outcomes, most CLASS domains have cross-domain links to children's outcomes. These links are also influenced to varying degrees by the level of economic and social development, children's commonly used language, child outcome measurement tools, and the emotional support domain score of CLASS. Future studies should standardize the presentation of key information and explore the interaction of multiple variables.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430.2023.2273788