The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (M_age = 28.60 months, SD = 2.83) and 3 (M_age = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood.

中文翻译：

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教师在幼儿期很重要：教师行为与幼儿期执行功能发展之间的关系

当前的研究调查了教师行为在幼儿执行功能发展中的作用。教师（N  = 215）在孩子2岁时通过课堂观察观察其情感和行为支持以及教学支持。儿童（ N  = 876，48.4% 女性）的选择性注意力、言语短期记忆和视觉空间工作记忆在 2 岁时（ M_年龄 = 28.60 个月，SD = 2.83）和 3 岁时（M_年龄 = 42.38 个月，SD）进行评估= 2.47）。教师的教学支持可以积极预测选择性注意力的增长，但不能预测言语短期记忆或视觉空间工作记忆的增长。教师的情感和行为支持并不能预测执行功能指标的增长。研究结果对于理解师生互动在幼儿执行功能发展中的作用具有重要意义。