Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children
We found evidence that for even children this young, the quality of interactions in child care settings is positively related to working memory, and less disruptive behavior. Conversely, we found no evidence that interaction quality influenced other aspects of social-emotional development, such as selective attention, inhibitory control, self-regulatory skills, prosocial behavior and impulsiveness. Results emphasize the importance of positive interaction in child care settings for children at about the age of three.
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