ABSTRACT

Recent research has provided mixed evidence on the promise of classroom-based interventions for supporting young children’s development of executive functions (EF). To advance intervention efforts, it is necessary to identify specific types of interactions that might support the development of EF in early childhood. Through a correlational design, this study explores the relationship between higher-level, teacher-child interaction in Head Start classrooms and children’s EF. Higher-level interaction was measured using both global and fine-grained approaches. Children completed task-based assessments targeting individual components of EF at the beginning and end of a preschool year. Research Findings: Hierarchical linear modeling revealed that the frequency of teachers’ higher-level questions was significantly associated with a spring composite EF score and spring cognitive flexibility, controlling for fall scores and other covariates. A global measure of higher-level interaction was negatively associated with spring inhibitory control, controlling for fall scores. Neither measure of higher-level interaction was associated with spring working memory. Practice and Policy: This study has methodological implications for the value in measuring teacher-child interaction using more fine-grained approaches in order to reveal important associations with child outcomes. In relation to practice, this study suggests that intervention efforts to support teachers’ use of higher-level interaction strategies may support children’s development of EF.

摘要

最近的研究提供了混合证据，证明基于课堂的干预措施有利于支持幼儿执行功能（EF）的发展。为了推进干预工作，有必要确定可能支持儿童早期 EF 发展的特定类型的互动。通过相关设计，本研究探讨了 Head Start 课堂中高水平的师生互动与儿童的 EF 之间的关系。使用全局和细粒度方法来测量更高级别的交互。儿童在学前学年开始和结束时完成了针对 EF 各个组成部分的基于任务的评估。研究成果：分层线性模型显示，在控制了秋季分数和其他协变量的情况下，教师提出较高级别问题的频率与春季综合 EF 分数和春季认知灵活性显着相关。较高水平相互作用的全球测量与春季抑制控制负相关，控制秋季得分。高级交互的测量都与春季工作记忆无关。实践与政策：这项研究对于使用更细粒度的方法来衡量师生互动的价值具有方法论意义，以揭示与儿童结果的重要关联。就实践而言，本研究表明，支持教师使用高级互动策略的干预措施可能会支持儿童 EF 的发展。