Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children

Abstract How does teacher–child interaction quality in early child care and education settings influence the development of social-emotional skills children at around two to three years age? We measured interactions on side teachers ( N = 9, CLASS Toddler) assessed self-regulatory through an individual assessment (i.e. working memory by “Hidden Toys Task”, selective attention with NEPSY, inhibitory control using “Toy Wrap Task”), testing between 22 45 months old M 33 months, SD 6 months; 64; 44% girls) who attended a center. Additionally, children’s social were their MASCS CBRS rating scales. found evidence that for even this young, is positively related memory, less disruptive behavior. Conversely, we no influenced other aspects development, such as attention, control, skills, prosocial behavior impulsiveness. Results emphasize importance positive about age three. Possible reasons null findings are discussed.