摘要：This study investigated relationships among infant development,teacher’s sensitivity,home literacy environment,and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities;teachers’ sensitivity was observed by trained observers;infant development was assessed by teachers;data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics,/-tests,and correlation analyses. Results indicated that boys showed more naming;girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher’s seasitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.
关键词：infant-teacher interaction;infant development;teacher`s sensitivity;early home environment
