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.
Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children
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About the Author: Growing Great Schools
Everyone thrives in a great school. Students are fully engaged and enjoy learning; relationships across the school are positive and respectful; creativity, diversity and critical thinking are valued and everyone feels they belong; it takes courage and commitment to create such a school.
Growing Great Schools™ was established by Sue Roffey with partners around the world to promote ways for all schools to become great schools. Our partners are individuals, organisations and schools whose main purpose is education for wellbeing – to build healthy relationships, resilience and social and emotional development.
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