Exploring the Nuances of Teacher-Child Interactions: A Dimension-Level Analysis of CLASS and Child Development Outcomes

Dr Yasmin Fong, The Education University of Hong Kong

Abstract

Teacher-child interactions are fundamental to early childhood development, and the Classroom Assessment Scoring System (CLASS) has been widely used to examine these interactions and their links to children's outcomes. However, most prior research has focused on broad, domain-level assessments, potentially overlooking the nuanced ways specific interaction dimensions influence development. In this seminar, we will delve into a comprehensive cross-sectional study of 83 Hong Kong classrooms with 714 K2 children, in which we investigated both the domain- and dimension-specific components of the CLASS framework. Child participants underwent a battery of 18 child assessments spanning pre-literacy, pre-math, executive functioning, social-emotional skills, and motor development.

Using multi-level analyses, results revealed that while domain-level interactions were primarily associated with children's pre-literacy English skills, a richer set of associations emerged at the dimension level. Notably, "Respect for Student Perspectives" stood out as a dimension broadly linked to overall child development. We will discuss these findings in detail, highlighting how focusing solely on domain-level interactions may mask critical teacher behaviours that significantly impact children's growth. This seminar aims to shed light on the importance of examining interaction dimensions to understand the complex and nuanced ways classroom processes shape developmental trajectories. Detailed observations of teacher-child interactions can inform more targeted and effective early childhood education practices.

Bio

Dr. Yasmin Fong (she/her) is a Postdoctoral Fellow at The Education University of Hong Kong, with expertise in teacher-child interactions and their influence on young children’s developmental outcomes. She is extensively trained and certified in observational assessment tools, including the Classroom Assessment Scoring System (CLASS) and the Early Childhood Environment Rating Scales (ECERS), enabling her to conduct detailed, evidence-based analyses of classroom environments and interactions.

With a background in creative visual arts, Dr. Fong brings a unique interdisciplinary perspective to her work, integrating visual and aesthetic insights into her understanding of early learning environments. Through her scholarly contributions, her research aims to enhance the understanding of how specific interaction patterns and classroom qualities can optimise developmental outcomes for children.

Joining Online
This event will be accessible via Microsoft Teams. If you would like to attend online, please contact ed.research@durham.ac.uk to request the Teams link.