The role of preschool teacher–child interactions in academic adjustment: An intervention study with Playing‐2‐gether

Craeyevelt, Sanne Van; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde

doi:10.1111/bjep.12153

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The role of preschool teacher–child interactions in academic adjustment: An intervention study with Playing‐2‐gether

Abstract: This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour.

Cited by 8 publications

References 79 publications

How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development

How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development

Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity

Exploring the mediating effect of academic engagement on math and reading achievement for students who have experienced maltreatment

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