摘要：AbstractThe underlying theoretical assumption in research about the quality of early childhood education is that the ecological features of preschool programs directly impact children's development. The data for the current study was collected from preschool surveys in Malaysia, to describe the assumption using model context-outcome relations in development. The theoretical framework may thus be used for teacher training programs that focus on high quality emotional, instructional and organizational interaction among pre-school children. The study supports better-quality preschool experiences, in terms of classroom practices, teacher-child relationships and children's abilities to take advantage of the educational opportunities in preschools.
关键词：Childhood education;Interaction;Communication;Child care
