Theories posit that the quality of teacher–child interactions has a profound influence on
children's development of executive function skills. However, prior research has yielded …

This study examines the association between teacher–child interaction quality and
children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants …

Cette recension d'écrits porte sur les facteurs liés à l'enfant et à l'environnement qui
permettent d'expliquer le développement des fonctions exécutives [FE]. Jusqu'à maintenant …

ABSTRACT Research Findings: This study aims to understand the ways in which classroom-
level teacher-child interaction quality is predictive of self-regulatory behavior and …

The present research addresses the impact of preschool classroom interaction quality on
executive function development. CLASS methodology was used to assess the quality of …

According to international longitudinal studies, the quality of preschool education is of great
importance for children's further development. The modern research's greatest interest in the …

Résumé Cet article vise à: 1) évaluer la qualité des interactions en classe de maternelle 4
ans à mi-temps au Québec (N= 70 classes); et 2) examiner la structure factorielle originale …

We investigated the role of age and school type on clustering and switching in verbal fluency
tasks (VFTs) with Brazilian children. The children were administered unconstrained …

The aim of this study was to determine the role of duration of preschool attendance and the
quality of teacher-child interactions in the executive functions development of preschoolers …

Cognitive flexibility is considered a trait of human cognition that helps people adapt to new
and changing environments by activating cognitive resources; it develops mainly at …