University of Montreal, Canada.
Child Dev. 2013 Mar-Apr;84(2):752-66. doi: 10.1111/cdev.12007. Epub 2012 Oct 19.
The associations between trajectories of child care quality from ages 2 to 4 years and children's cognitive performance at 4 years (n = 250) were tested. Distinct quality trajectories were identified: low and high ascending Teaching and Interactions trajectory; low and high Provision for Learning trajectory. Membership in the high ascending Teaching and Interactions trajectory was associated with better numeracy (effect size [ES] = .39, confidence interval [CI] = .21-.66), receptive vocabulary (ES = .41, CI = .14-.68), and school readiness (ES = .32, CI = .06-.58). The results suggest that a pattern of increasing quality of teacher-child interactions during the preschool years, particularly with regard to supporting the development of language, has a moderate impact on children's cognitive development.
该研究测试了从 2 岁到 4 岁儿童照料质量轨迹与 4 岁儿童认知表现之间的关联（n=250）。确定了不同的质量轨迹：低且上升的教学和互动轨迹；低且上升的学习支持轨迹。较高的教学和互动轨迹的成员与更好的数学能力（效应量[ES] =.39，置信区间[CI] =.21-.66）、接受性词汇（ES =.41，CI =.14-.68）和入学准备（ES =.32，CI =.06-.58）相关。结果表明，在学前阶段，教师与儿童互动质量不断提高的模式，特别是在支持语言发展方面，对儿童的认知发展有适度的影响。
