Challenges and Opportunities in Teaching through Interactions Framework: A Three-Level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills
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| Title: | Challenges and Opportunities in Teaching through Interactions Framework: A Three-Level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills |
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| Language: | English |
| Authors: | Hongbin Xie, Hongliu Ouyang, Nik Rosila Nik Yaacob, Daimin Feng, Shuang Wang |
| Source: | Early Childhood Education Journal. 2025 53(5):1605-1625. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Vocabulary Development, Preschool Children, Socioeconomic Status, Meta Analysis, Databases, Classroom Environment, Preschool Teachers, Teacher Student Relationship, Correlation, Age Differences, Research Reports, Classroom Techniques, Teaching Methods, Family Characteristics, Early Childhood Education, Educational Quality |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| DOI: | 10.1007/s10643-024-01703-y |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | In Early Childhood Education and Care (ECEC) programs, the quality of teacher-child interactions is regarded to be important for children's vocabulary development. However, prior studies on the relationships between teacher and child, as measured by the Classroom Assessment Scoring System (CLASS), and children's vocabulary skills are inconsistent. In this study, we conducted a three-level meta-analysis to investigate the correlation between three CLASS domains and preschool children's vocabulary skills and then explored the moderating effects of vocabulary components, family SES, publication year, and sample mean age. Relevant literature was searched using four databases (Web of Science, PsycINFO, PsycARTICLES, ERIC) and Google Scholar, leading to the identification of 23 articles published between 2010 and 2022 meeting the inclusion criteria. The findings indicated that the overall effect of the associations between "Emotional Support," "Classroom Organization," "Instructional Support," and vocabulary skills was small to moderate in magnitude. Sensitivity and meta-bias analyses generally supported the robustness of the pooled effect of the association between three CLASS domains and children's vocabulary skills. Also, the association between "Emotional Support" and vocabulary skills was moderated by SES, and the components of vocabulary skills, while "Classroom Organization" and "Instructional Support" were only moderated by the components of vocabulary skills. Implications for future research on assessing the quality of early childhood education are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470663 |
| Database: | ERIC |
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| Abstract: | In Early Childhood Education and Care (ECEC) programs, the quality of teacher-child interactions is regarded to be important for children's vocabulary development. However, prior studies on the relationships between teacher and child, as measured by the Classroom Assessment Scoring System (CLASS), and children's vocabulary skills are inconsistent. In this study, we conducted a three-level meta-analysis to investigate the correlation between three CLASS domains and preschool children's vocabulary skills and then explored the moderating effects of vocabulary components, family SES, publication year, and sample mean age. Relevant literature was searched using four databases (Web of Science, PsycINFO, PsycARTICLES, ERIC) and Google Scholar, leading to the identification of 23 articles published between 2010 and 2022 meeting the inclusion criteria. The findings indicated that the overall effect of the associations between "Emotional Support," "Classroom Organization," "Instructional Support," and vocabulary skills was small to moderate in magnitude. Sensitivity and meta-bias analyses generally supported the robustness of the pooled effect of the association between three CLASS domains and children's vocabulary skills. Also, the association between "Emotional Support" and vocabulary skills was moderated by SES, and the components of vocabulary skills, while "Classroom Organization" and "Instructional Support" were only moderated by the components of vocabulary skills. Implications for future research on assessing the quality of early childhood education are discussed. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01703-y |
