<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Leyva, D.</style></author><author><style face="normal" font="default" size="100%">Weiland, C.</style></author><author><style face="normal" font="default" size="100%">Barata, M.</style></author><author><style face="normal" font="default" size="100%">Yoshikawa, H.</style></author><author><style face="normal" font="default" size="100%">Snow, C.</style></author><author><style face="normal" font="default" size="100%">Trevino, E.</style></author><author><style face="normal" font="default" size="100%">Rolla, A.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teacher-child interactions in Chile and their associations with prekindergarten outcomes</style></title><secondary-title><style face="normal" font="default" size="100%">Child Dev</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Faculty</style></keyword><keyword><style  face="normal" font="default" size="100%">*Interpersonal Relations</style></keyword><keyword><style  face="normal" font="default" size="100%">Adult</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Development/*physiology</style></keyword><keyword><style  face="normal" font="default" size="100%">Child, Preschool</style></keyword><keyword><style  face="normal" font="default" size="100%">Chile</style></keyword><keyword><style  face="normal" font="default" size="100%">Cross-Cultural Comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">Educational Measurement/*standards</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Middle Aged</style></keyword><keyword><style  face="normal" font="default" size="100%">Neuropsychological Tests/*standards</style></keyword><keyword><style  face="normal" font="default" size="100%">Reproducibility of Results</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May-Jun</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">3</style></number><volume><style face="normal" font="default" size="100%">86</style></volume><pages><style face="normal" font="default" size="100%">781-99</style></pages><isbn><style face="normal" font="default" size="100%">1467-8624 (Electronic)&lt;br/&gt;0009-3920 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher-child interactions in Chile (construct validity) and (b) whether these domains predicted end-of-prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four-year-old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross-country comparison of quality of teacher-child interactions in prekindergarten classrooms are discussed.</style></abstract><accession-num><style face="normal" font="default" size="100%">25626642</style></accession-num><notes><style face="normal" font="default" size="100%">Leyva, Diana&lt;br/&gt;Weiland, Christina&lt;br/&gt;Barata, M&lt;br/&gt;Yoshikawa, Hirokazu&lt;br/&gt;Snow, Catherine&lt;br/&gt;Trevino, Ernesto&lt;br/&gt;Rolla, Andrea&lt;br/&gt;eng&lt;br/&gt;Research Support, Non-U.S. Gov't&lt;br/&gt;2015/01/30 06:00&lt;br/&gt;Child Dev. 2015 May-Jun;86(3):781-99. doi: 10.1111/cdev.12342. Epub 2015 Jan 27.</style></notes><auth-address><style face="normal" font="default" size="100%">Davidson College.&lt;br/&gt;University of Michigan.&lt;br/&gt;Instituto Universitario de Lisboa (ISCTE-IUL), Cis-IUL.&lt;br/&gt;New York University.&lt;br/&gt;Harvard University.&lt;br/&gt;Universidad Diego Portales.</style></auth-address></record></records></xml>