The Effects of MMCI course on Preschool Teachers’ Instructional Support during Whole-Group Shared Book Reading in China

The Effects of MMCI course on Preschool Teachers’ Instructional Support during Whole-Group Shared Book Reading in China | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effects of MMCI course on Preschool Teachers’ Instructional Support during Whole-Group Shared Book Reading in China Ping Meng, Nor Azni Abdul Aziz, Borhannudin Abdullah This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6391265/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Children's development greatly benefits from reading. The Chinese government attaches great importance to improving children's reading interest and reading ability. Kindergarteners' reading interests and proficiency will be significantly impacted by the standard of the engagement between teachers and the child during joint book reading. Nonetheless, prior research has demonstrated that the quality of teacher-child interaction in picture book shared reading by Chinese kindergarten teachers is not high, espacially instructional support skills and the existing teacher’s professional development models are insufficient. The MMCI course serves as a professional development framework developed by the Pinta research team in the United States, utilizing the Class assessment tool to enhance preschool teachers' skills in teacher-child interactions. Accordingly, this study sought to evaluate the impact of the MMCI course on Chinese preschool teachers' instructional support during whole-group shared book reading.The study involved 48 preschool teachers employed in four public kindergartens in China, and they were non-randomly assigned to the conventional reading group (n = 24) and MMCI intervention group (n = 24). This research utilized a quasi-experimental design to identify the impacts of the MMCI course. The study's findings indicate that the MMCI course has a significant effect on the professional development of Chinese kindergarten teachers's instructional support practice quality during whole group shared book reading. Teacher-child interaction shared book reading instructional support Preschool teachers Chinese kindergarten 1. Introduction Reading is a fundamental cultural skill and essential for life success. Research from recent decades indicates that early shared reading experiences positively contribute to child development (Snow, 1983[1]; Wade & Moore, 1998[2]; Karrass & Braungart-Rieker, 2005[3]; Niklas, Cohrsen & Tayler, 2016[4]).In today's society, reading skills are essential for accessing educational content, social development, 21st-century technology, and most job and lifelong learning opportunities (Dessemontet et al., 2021[5]). The main form of reading in Chinese kindergartens is whole-group shared book reading.The interaction in teacher-child reading is composed of the interaction between three main bodies: teachers, children, and books(Grolig,2020[6]).Teachers are the key to high-quality teacher-child reading interaction(wang,2022[7]). Instructional support (IS) is a key component of effective teaching practices. Based on the TTI/CLASS framework (Pianta, La Paro et al., 2008[8]), IS evaluates how teachers employ explicit and effective teaching strategies—such as open-ended questioning, scaffolding, feedback, and language stimulation—to enhance children's higher-order thinking and language development. Extensive research has shown that IS encompasses a wide range of techniques and methods (Wouters & Van Oostendorp, 2013[9]). Moreover, the IS interactions provided by preschool teachers are positively linked to young children's academic achievements and social-emotional growth (e.g., Burchinal et al., 2008[10]; Howes et al., 2008[11]; Hu, Fan, et al., 2020[12]; Mashburn et al., 2008[13]; Leyva et al., 2015[14]). However, Chinese preschool teachers face great difficulties and challenges in providing instructional support in shared book reading.The MMCI course is a professional development (PD) framework developed by the Pianta research team in the United States, utilizing the CLASS assessment tool to enhance preschool teachers' teacher-child interaction skills. Only a few studies have focused on the impact of this model on the development of professional of teachers’ teacher-child interaction during shared book reading situation, and none among specifically focusing on Chinese preschool teacher during shared book reading. 2. Conceptual base of the study 2.1 Teacher-child interaction during shared book reading The main reading material in kindergarten is children's picture books. A picture book is a unique art form that combines pictures and words to tell a complete story. This form of storytelling uses both pictures and words to narrate a story on two different levels, where the two media interweave and interact with each other. As described by Peng (2011), the combination of pictures and words in picture books creates a powerful mode of storytelling that engages readers of all ages. This combination of images and text creates a layered narrative effect that is richer than pure text or typically illustrated readings (Du & Zheng, 2021[15]). Children approach picture books differently than adults do. Meanwhile, adult reading is a process of interacting with books independently. Most children aged 0-6 are not yet able to read words. As a result, when they read picture books, they require an adult to read to them. This is an essential aspect of reading for young children (Zhu, 2021[16]). Picture book reading is an interactive process between adults, children, and books. It is important to note that the interaction consists of three elements: the adult, the child, and the book (Martinez & Roser, 1985[17]; Van Kleeck, 2003[18]). Shared book reading is an engaging activity where an adult and a child read together, either at home or in kindergarten, with the adult reading aloud and employing various strategies to guide the child. This practice supports children in developing the skills needed for effective, independent reading (Button & Johnson, 1997[19]). Early shared reading interactions can also enhance critical developmental skills such as attachment, joint attention, and early language development (Berkule, Dreyer, Klass et al, 2008[20]; NG,2022[21]). Research strongly indicates that shared book reading, both at home and in preschool, plays a vital role in helping young children acquire the foundational skills necessary for decoding and comprehension (Hindman,2008[22]).Children's reading behavior during shared reading can be used as a predictor of their future language, literacy skills, and literacy abilities(Laakso,1999[23]). Shared book reading between teachers and children is the primary method of reading in kindergarten. High-quality teacher-child interaction not only enhances children's interest in early reading but also fosters the development of early reading skills. Moreover, the quality of teacher-child interaction serves as a key indicator for evaluating the effectiveness of shared book reading in kindergarten (Fisher R,2005[24]). The reading activities in this study refer to whole-group shared book reading in kindergartens. The interaction in teacher-child reading is composed of the interaction between three main bodies:teachers, children, and books(Grolig,2020[25]).Teachers are the key to high-quality teacher-child reading interaction(wang,2022[26]) 2.2 Instructional Support of teacher-child interaction 2.2.1The Definition of Instructional Support Instructional support is a critical component of effective teaching practices. Based on the TTI/CLASS framework (Pianta, La Paro et al., 2008, IS evaluates how teachers employ explicit and effective strategies—such as open-ended questioning, scaffolding, feedback, and language stimulation—to enhance children's higher-order thinking and language development. Other interpretations of instructional support also exist. For instance, Sternberg (1996) [27]described it as teacher actions that cultivate "practical intelligence" or usable knowledge, enabling children to analyze and solve real-world problems. Similarly, Todorova et al. (2017)[28] defined it as the implementation of curriculum content and learning activities to aid student learning. IS is versatile and applicable across different subjects and grade levels (Todorova et al., 2017). Wouters and Van Oostendorp (2013)[29] highlighted that instructional support encompasses a wide array of techniques and methods designed to target various cognitive activities. Compared to Todorova's and Sternberg's definitions of instructional support (IS), the definition by Pianta, La Paro, and Hamre’s (2008)[30] places greater emphasis on teacher-child interaction aimed at enhancing children's higher-order thinking and language development. It also identifies specific, structured instructional strategies that can serve as evaluation criteria or professional development (PD) content. Furthermore, the CLASS definition of IS is currently the most widely used and researched worldwide. Given that the primary goal of this study is to develop an effective PD model for IS, we adopt the CLASS-based definition of instructional support. 2.2.2 The Importance of Preschool Teachers’ Instructional Support Practice The development of children was found to be favorably correlated with teacher's successful application of particular instructional support tactics. For example, Hu et al.'s (2021)[31] observed that during whole-group math instruction, variations in children's higher-order responses were positively associated with preschool teachers' use of interactive back-and-forth exchanges and their persistence in questioning to guide students toward finding the correct answers. A randomized control study by Wasik and Hindman (2011)[32] and Piasta and colleagues (2012)[33] revealed that teachers' instructional support practices—strategies like asking open-ended questions, explaining vocabulary, using questions to spark conversations, and promoting peer discussions influence children's language development. In summary, preschool teacher's successful instructional support practices support children' academic growth. Despite growing acknowledgment of the significant and lasting impact of IS quality on children's academic and language outcomes (Burchinal et al., 2008[34]), teachers consistently receive low scores in this CLASS domain (Hu et al., 2016[35], Leyva et al., 2015[36]). A study conducted in China found that while teachers provided higher-quality IS during whole-group language lessons—such as storytelling, reading, singing nursery rhymes, and topic discussions—compared to activities in math, science, and art, the scores remained within the low-to-mid range (Hu, Dieker et al., 2016 ibid；Hu, Ren et al,2018 [37]). 2.3 MMCI course professional development model Using the IT model and TTI/CLASS framework as a foundation, Hamre, Pianta, and colleagues (2012) at the University of Virginia's Center for Advanced Study of Teaching and Learning developed the MMCI course to enhance preschool teachers' knowledge and ability to identify effective classroom interactions. The MMCI course is structured around three domains: Instructional Support (IS), Emotional Support (ES), and Classroom Organization (CO). This study focuses specifically on Instructional Support (IS). The IS domain encompasses three dimensions—Cognitive Development (CD), Quality of Feedback (QF), and Language Modeling (LM)—each comprising four to five indicators as defined by CLASS (Pianta, La Paro et al., 2008). The CD dimension emphasizes how discussions and activities promote conceptual understanding and includes indicators such as analysis and reasoning, creation, integration, and connections to real-world linkages. The QF dimension, on the other hand, includes scaffolding, feedback loops, information provision, thinking process stimulation, encouragement, as well as affirmation. It also demonstrates the teacher's skill to offer helpful criticism in order to improve students' conceptualization and involvement in learning activities. Indicators such as frequent discussions, open-ended questions, repetition, extensions, parallel talk, and self-talk are also included in the LM dimension. Keep in mind that advanced language is used to gauge how much the teacher uses language facilitation and stimulation strategies (Hamre et al., 2014[38]). For each indicator, a number of behavioral markers are also provided as examples. Below is a thorough explanation of each dimension and its associated indicators (see Table 2.1) (Pianta, La Paro, et al., 2008; Hu, Ren, et al., 2018). The CLASS offers a thorough content framework for training preschool teachers in successful teaching methods as well as a helpful instrument for evaluating the quality of classroom interactions. Table2.1 Definitions of indicators under the three dimensions in the IS domain Cognitive Development Indicator Definition Behavior Markers Analysis and reasoning The teacher helps children think critically by asking them “how” and “why” questions, teaching them how to make predictions, experiments, and comparisons, and encouraging them to evaluate answers and solve problems independently or collaboratively. Why and/or how questions Problem-solving Prediction/experiment Classification/comparison Evaluation Creating The teacher provides opportunities for children to create and generate new ideas through planning and brainstorming. Brainstorming Planning Producing Integration The teacher helps children understand the new knowledge/concept better by connecting with previously learned knowledge/concepts. Connects concepts Integration to previous knowledge Connections to the real world The teacher connects children’s learning with real-life situations and helps them apply knowledge/concepts in real-life situations. Real-world applications Related to students’ lives Quality of Feedback Indicator Definition Behavior Markers Scaffolding, The teacher understands children’s ZDP and helps them achieve tasks or solve problems by effectively providing hints and help. Hints Assistance Feedback loops The teacher engages children in back-and-forth conversations to provide feedback on their thinking, help them understand a difficult concept, or deepen their understanding of it. Back-and-forth exchanges Teacher persistence Follow-up questions Prompting thought processes The teacher promotes children’s understanding and thinking by asking them to explain the thought process or querying their responses and actions. Asking students to explain their thinking Querying responses and actions Providing information The teacher expands on children’s answers by making clarifications and providing background information to enhance their understanding of the concept. Expansion Clarification Specific feedback Encouragement and a ffirmation The teacher helps children to make continued efforts through encouragement or recognition. Recognition Reinforcement Language Modeling Indicator Definition Behavior Markers Frequent conversation The teacher has frequent back-and-forth conversations with children or encourages peer exchanges. Back-and-forth exchanges Contingent responding Peer conversations Open-ended questions The teacher asks open-ended questions and engages children in the expression with long sentences. Questions require more than a one-word response Students respond Repetition and extension The teacher repeats the children’s answers and further expands their answers to demonstrate a more sophisticated way to express an idea. Repeats Extends/elaborates Self- and parallel talk The teacher uses language to illustrate his or her own behaviors or the behaviors of children. Maps own actions with language Maps student action with language Advanced language The teacher uses a lot of nouns, adjectives, verbs, and other forms of language that are new to children so that they can learn to use these words and deepen their understanding of the concepts. Variety of words Connected to familiar words and/or ideas Source: Hu, B. Y., Ren, J., LoCasale-Crouch, J., Roberts, S. K., Yang, Y., & Vong, K.-I. P. (2018). Chinese kindergarten teachers’ use of instructional support strategies during whole-group language lessons. Teaching and Teacher Education Quarterly, 70, 34-46. 2.4 Covariates Baldwin and Ford (1988)[39] explained that three fundamental factors affect the effect of training: 1) trainees’ characteristics, 2) the training course (content and methods); and 3) the work environment. The theory proposed by Baldwin and Ford (1988) is widely recognized and adopted by other researchers in their studies on training transfer (Holton et al., 2000[40]; Velada et al., 2007[41]; Awais, 2010[42]; Renta-Davids et al., 2014[43]; Ng & Ahmad, 2018[44]). Among them, trainees’ characteristics significantly correlate with the training effect. A wide range of trainee attributes are believed to affect the training effects, as reported by Baldwin and Ford (1988). Additionally, experts concurred that training-related research has extensively examined the characteristics of trainees (Colquitt et al., 2000[45]; Holton, 2005[46]). This research is the MMCI course training program. The training content consists of instructional support strategies during shared book reading, and the training method is based on the IT framework of “knowing” and “seeing.” The work environment has been widely studied regarding training effects, and scholars have emphasized that the work environment has a significant impact on the outcomes (e.g., Velada et al., 2007; Ertmer & Newby, 2013[47]; Ng & Ahmad, 2018). Therefore, this study recruited kindergarteners who pay more attention to early reading. Alternatively, BY Hu (2016) observed 180 early childhood classrooms using the CLASS and discovered that no other teacher-related variables were related to the quality of classroom teaching except for teaching years. At the same time, BY Hu (2016) highlighted in the article Characteristics of Teacher-child Interaction in Chinese Kindergarten Classes as well as Its Relationship with Teacher and Curriculum Characteristics that teacher experience (teaching years) is related to the quality of the kindergarten process. Moreover, Hu (2017) [48]proposed in the study that years of teaching experience predict teacher beliefs. Meanwhile, Liu (2018)[49] reported in the study of kindergarten structural variables and children’s reading comprehension level that the academic qualifications and teaching years of kindergarten teachers significantly impact children’s reading comprehension ability. Teachers are the key to high-quality teacher-child reading interaction. After comparing teacher-led and children’s spontaneous reading situations, Leon and Player discovered that reading activities with teacher participation are more conducive to improving children’s participation (Leon & Player, 2021)[50]. Among the influencing factors related to teachers, researchers focused on two categories: teachers’ professional experience and educational background. Notably, teachers’ professional experience level is an essential reason for differences in teachers’ ability to use strategies to promote children’s participation (wang, 2021)[51]. Sun and other scholars noted that the longer the teacher’s teaching experience and the richer his professional experience, the higher the level of interaction strategy use. At the same time, teachers’ academic background is also related to the interaction methods they are accustomed to using (Huang, 2012[52]; Hu J, 2017[53]). Therefore, in this study, the characteristics of preschool teachers from the MMCI course intervention group will be listed as covariates. These covariates are preschool teachers’ education attainment and duration of service. 2.5 The current study This study assessed the effectiveness of the MMCI Course Professional development model on Chinese presachool teachers‘ teacher-child interaction instructional support during shared book reading. This study was specifically guided by the following questions: (1) Does participation in the MMCI course promote Chinese preschool teachers’ instructional support practice quality during shared book reading? (2) Does participation in the MMCI course promote Chinese preschool teachers’ instructional support practice quality during shared book reading,controlling for covariates ? 3. Methods This study adopted a quasi-experimental approach using a non-randomized control group design. Specifically, a pre-and post-test design was utilized instead of relying solely on a post-test design to further strengthen the causal relationship between the variables. This study collected data two times for each group (once for the pre-test and another one for the post-test). It determined the effects of the MMCI (Making the Most of Classroom Interactions) course on preschool teachers’ instructional support during shared reading in Chinese preschool classrooms. Additionally, in the quasi-experimental research design, one of the key elements that ensure the occurrence of a strong cause-and-effect relationship is the control for covariate influence (Creswell & Creswell, 2017[54], Leavy,2022[55]). By controlling the influence posed by the covariates in this study, researchers can eliminate external factors that influence the interaction between teachers and children during shared book reading. Then, conclusions can be made that the MMCI course is the true cause of effects on teacher-child interaction during shared book reading, without interference from the influence posed by other covariates. In this study, the researcher identified two covariates. These covariates will be further discussed and controlled in the analysis later in this report. The MMCI course serves as a popular professional development framework for providing training for both in-service and pre-service teachers, with a total of 10 dimensions of content.. The current intervention program is instructional support 3 dimensions of the MMCI course. These were the 3 dimensions in which preschool teachers face the greatest challenges based on existing research findings. The study involved two groups: 1) the experimental group (Receiving MMCI course intervention) and 2) the control group (No Receiving MMCI course intervention). During the experiment, teachers in the experimental group underwent the MMCI course intervention weekly and then conducted shared book reading practice. Meanwhile, the teachers in the control group used conventional reading methods to conduct shared book reading practice as usual. Note that the picture books the two groups read in class were all the same every week. The experiment period was 4 weeks. It aimed to determine whether there will be effective professional improvement in Chinese preschool teachers’ instructional support skills during shared book reading after being trained in the MMCI course for 4 weeks compared to the conventional reading group. 3.1. Participants A purposive sampling technique was utilized to select the study sample. Jinan, the capital city of Shandong Province in China, was selected as the social setting for this study. Subsequently, we recruited four public kindergartens from a reading project in Jinan City. Correspondingly, 48 classes were recruited from participating kindergartens as participating classes. The sample size of 48 comes from G-Power’s calculations. According to the effect size requirement of this study, G-power calculated that the sample size of this study needs to be greater than 42 (effect size p = .05). The kindergarten principal provided a list of 48 teachers from different classes in four kindergartens. The preschool teachers involved in the study were aged 23 years old and above, had been working in the kindergarten for a minimum of 12 months, and had never attended any MMCI course training program previously. Among them, there were 15 teachers from the K1 (3-4 years old) class, 16 from the K2 (4-5 years old) class, and 17 from the K3 (5-6 years old) class. Subsequently, 48 teachers were randomly split into two groups, 24 as control as well as 24 as experimental groups. The researcher briefed all teachers on the purpose of the study, all participants volunteered and signed an informed consent form. 3.2 Procedure of the Study The first step in this research was to obtain audit permission from the Ethics Committee for Research Involving Human Subjects (JKEUPM). Then, participants were recruited, and groups were randomized. Next, the researcher organized the participants to complete the questionnaire and conducted a pre-test. The next step was to start the quasi-experiment. Teachers in the experimental group underwent the MMCI course intervention weekly and used the content of the MMCI course to have whole-group shared book reading. Meanwhile, the control group had a whole group shared book reading using conventional reading methods as usual. Both groups read the same books each week. The experiment ended after 4 weeks. The researchers organized all teachers from two groups to conduct a post-test. Finally, the researchers analyzed the experimental data. The research process spanned six weeks, with the schedule for both conditions outlined in Table 3.1. Table 3 .1 The schedule of experimental group and control group Time Experimental group Control group Week 1 Pre-test data collection on preschool teachers Week 2 The first session of training Overview of MMCI No intervention Week 3-5 The second session of training (1) MMCI-IS-CD (2) MMCI-IS-QF (3) MMCI-IS-LM No intervention Have shared picture book reading as usual. Week 6 Post-test data collection on preschool teachers Notes: ES: Emotional Support; IS: Instructional Support; CO: Classroom Organizations; CD: Concept Development; QF: Quality of Feedback;LM: Language Modeling 3.3 The Experiment Process The current MMCI training course is a Chinese version of the MMCI course translated by Hu Biying’s research team at the University of Macao, and 4 of these courses were chosen for this research. The researcher selected the first unit, "Overview of the MMCI Course," along with 3 other units are all about instructional support ""Concept Development," "Quality of Feedback," as well as "Language Modeling" from the current MMCI course uses the original MMCI content as its foundation, supplemented with additional Chinese shared reading cases based on the original examples. To ensure the implementation of the intervention as well as its fidelity. Preschool teachers in the intervention group attend weekly sessions, each lasting approximately three hours, to participate in the MMCI course. After the training, they will share picture book reading with the children. Participants in the control group read picture books with their children as usual. Each week, teachers in both the experimental and control groups read the same picture books to the children. The researcher of this study, who also served as the MMCI course instructor, held a master’s degree in preschool education and had over 17 years of experience as a teacher educator in a preschool teacher education program. With extensive expertise in preschool teacher training and childhood reading, the researcher had accumulated more than 1,000 hours observing, analyzing, and practicing teacher-child interactions in preschool classrooms. Additionally, the researcher was a certified CLASS coder who had conducted multiple studies using the CLASS framework and had previously delivered the MMCI course in research evaluating its effectiveness and the role of coaching in enhancing pre-service teachers’ professionalism (Hu, Guan, LoCasale-Crouch, et al., 2022).Overall, the researcher possessed substantial experience with CLASS as well as MMCI courses, making them a well-qualified candidate to serve as the instructor for the MMCI course in this research. In the first to fourth sessions of MMCI training, participants will be introduced to the strategies within each dimension, along with explanations of their components. Furthermore, the theoretical foundation and related empirical studies underpinning these strategies will be briefly outlined, allowing participants to understand their significance in improving shared book reading. In addition, the current course provided greater opportunities for participants to share their own or observed effective strategies and encouraged more discussions among preschool teachers on incorporating the newly acquired strategies into group-based reading lesson planning. A comprehensive overview of the MMCI training is presented in Table3. 2. Table 3.2 The contents and teaching methods of MMCI Session Contents Teaching methods 1 Overview of CLASS The importance of teacher-child interaction; Three domains in the CLASS framework; Related research on CLASS in China; The effective teacher-child interaction during shared book reading. Lecturing; Video watching and discussion; Learning material reading. 2 Instructional Support(CD/QF/LM )strategies and their application in shared reading Theories and relevant empirical research related to CD/QF/LM dimension; Strategies in CD/QF/LM dimension; Examples of the application of CD/QF/LM strategies in shared book reading. Lecturing; Video watching, analyzing, and discussion; Practice experience sharing; Making teaching plans for reading strategies; Learning material reading. Notes: ES: Emotional Support; IS: Instructional Support; CO: Classroom Organizations; CD: Concept Development; QF: Quality of Feedback;LM: Language Modeling 3.4 Instruments of The Study The Classroom Assessment Scoring System (CLASS) was utilized to conduct the test about the level of preschool teachers’ instructional support during shared book reading. The teacher-child interaction assessment tool CLASS was established by Pianta and colleagues (2008) [56]according to the theoretical framework of “interaction-based teaching.” Meanwhile, the Cronbach’s alpha of CLASS was 0.83, indicating that the assessment tool was highly reliable (Pinta, 2008; Harme, 2014[57]). In particular, CLASS pays attention to the systematic and intentional behavior of teachers in the process of teacher-child interaction. CLASS categorizes teacher-child interaction quality into three main areas: emotional support, class management, as well as teaching support, including ten dimensions in total. As such, this measurement tool has been employed and assessed in early childhood education quality evaluation studies in many countries (for example, China, the United States, Finland, Chile, and Germany). In this study, the research assistant who obtained the CLASS rater qualification certificate scored the instructional support level of the teaching video clips provided by each participant and gave “low (1, 2), medium (3, 4, 5), high (6, 7)” scores. All participants had to submit four videos of whole-group shared book reading before the experiment and four videos after the experiment, with each video lasting no less than 20 minutes. The class evaluation system (2012) requires the researcher to conduct on-site or video observations for at least 20 minutes per cycle. This study selected video observation and coding analysis. Simultaneously, to ensure the precision of the teacher-child interaction practice scores, researchers need to obtain at least four cycles from each teacher. Composite scores across cycles are calculated by averaging the individual cycle scores for each dimension over the total number of observations conducted. Observers watched the videos and scored them on the observation sheet. Subsequently, the scores from the observation sheet were filled into the scoring summary sheet. The average scores for each dimension were calculated by summing the cycle scores and dividing by the total number of completed cycles. Finally, the domain scores were determined. 3.5 Data Analysis The data analysis section outlined the methods used to analyze the research data. SPSS (Statistical Package for the Social Sciences) was utilized for the analysis. Descriptive statistics were first applied to summarize the means and standard deviations of the participants' instructional support. Correspondingly, the researchers employed a paired sample t-test to determine whether there was a significant difference between the pre-test and post-test results of Chinese preschool teachers' instructional support during whole-group shared book reading in both the experimental and control groups. In order to eliminate the influence of covariates, the researchers finally used Multivariate Analysis of Covariance (MANCOVA) to analyze the pre- and post-test levels of the experimental as well as control groups. 4. Results 4.1 Preliminary analysis A Chi-square analysis was initially performed to examine demographic differences between the groups. This analysis compared the MMCI experimental group and the control group based on gender, age, years of service, educational attainment, and the age group of their placement, as presented in Table 4.1. Table 4.1 Chi-Square test results for demographic characteristics of participants Variables Value df p Group*Gender 365ᵃ 1 .551 Group*Age 445ᵃ 2 .801 Group*Duration of Service 600ᵃ 2 .741 Group*Education Attainment 1.494ᵃ 2 .474 Group* Age Group of Placement 376ᵃ 2 .829 From Table 4.1, it can be discovered that no significant difference was observed in gender (P=.551>.05), age (P=.801>.05), duration of service (P=.741>.05), and education attainment (P =.474>.05) and age group of placement (P=.829>.05) between control as well as experimental groups, indicating homogeneity. Next，all data prior should be screened to conducting a paired sample t-test as well as multivariate Analysis of Variance (MANOVA). Before the paired sample t-test, the general normality test of the data was mainly conducted. Meanwhile, before the MANCOVA analysis, the multivariate normality test of the dependent variable, the box’s equality test of covariance matrices, multicollinearity diagnostics between the dependent variables, and the independence test of the covariates and independent variables were conducted.The results of data screening suggested that all assumptions were met, and the next step of paired sample t-test analysis and MANCOVA could be conducted. The covariates in this research were the teachers’ education attainment and duration of service, which were both categorical variables. Prior to conducting data analysis, they must be converted into dummy variables. 4.2 RQ1:Does participation in the MMCI course promote Chinese preschool teachers’ instructional support practice quality during shared book reading? To address the first question of this study, paired samples t-tests were conducted to compare the pre-test and post-test differences between the conventional reading group (control group) and the MMCI intervention group (experimental group) in Chinese preschool teachers' in structional support practices during whole-group shared book. The differences between the pre-test and post-test results of the control group are shown in Table 4.2a, while Table 4.2b displays the differences between the pre-test and post-test results of the experimental group. Table 4.2a Paired sample t-test of control group Variables Mean S.D t p Instructional Support -.021 .338 -.314 .756 CD -.080 .639 -.614 .546 QF .028 .741 .182 .857 LM -.010 .466 -.109 .914 Notes: CD—Concept Development；QF—Quality of Feedback；LM— Language Modeling Table 4.2a indicates that there is no significant positive difference in instructional support mean scores among the Chinese preschool teachers of the control group. The t- and p-values were -.341 and .756 (p=.756>.05).The three dimensions of instructional support practices did not improve significantly. The t- and p-values of CD were -.614 and .546 (p=.546>.05). The t- and p-values of QF were .182 and .857 (p=.857>.05). The t- and p-values of LM were -.109 and .914 (p=.914>.05). Table 4.2b Paired sample t-test of experimental group Variables Mean S.D t p Instructional Support -.464 .393 -5.780 <.001 CD -.198 .618 -1.568 .131 QF -.802 .756 -5.200 <.001 LM -.483 .832 -2.840 .009 Notes: CD—Concept Development；QF—Quality of Feedback；LM— Language Modeling Table 4.2b demonstrates a significant difference in the instructional support among participants in the experimental group. The t- and p-values for this variable were -5.780 and <.001 (p=.001.05). The t- and p-values for the regard for the QF were -5.200 and <.001 (p=.001<.05). Meanwhile, the t- and p-values for the regard for LM were -2.840 and .009 (p=.001<.05). In other words, among the three dimensions of instructional support practice, the post-test scores for QF and LM showed significant improvement compared to the pre-test scores, while the scores for CD remained unchanged. The paired sample t-test results indicated that the MMCI course can effectively improve Chinese preschool teachers' instructional support practice quality during whole-group shared book reading. However, the paired sample t-test did not exclude the effect of covariates, this analysis alone is not sufficient to prove that the MMCI course was the definitive and only factor that led to a substantial rise in preschool teachers' knowledge as well as practices. Therefore, this study needs to analyse the data further using analysis of covariance to establish a conclusive causal connection between the MMCI course intervention as well as the enhancement of preschool teachers' knowledge and practices in teacher-child interactions. 4.3 RQ2:Does participation in the MMCI course promote Chinese preschool teachers’ instructional support practice quality during shared book reading,controlling for covariates ? To address the second question of this study, Multivariate Analysis of Covariance (MANCOVA) analysis was performed for both the experimental as well as control groups. The covariates in this study were preschool teachers' duration of service and education attainment. Since the duration of service and education attainment are categorical variables, this study first converted them into dummy variables and then conducted a MANCOVA analysis. Table 4.3a presents the MANCOVA analysis results for participants of the control group. Table 4.3a: Multivariate analysis of covariance (MANCOVA) of control group Variables SS df MS F p Partial η² Teacher-child Interaction Practices .006 1 .006 .018 .895 .000 CD .077 1 .077 .152 .698 .004 QF .009 1 .009 .012 .913 .000 LM .001 1 .001 .004 .952 .000 Notes: CD—Concept Development；QF—Quality of Feedback；LM— Language Modeling Table 4.3a indicates that there was no significant improvement between the pre-test and post-test scores on instructional support for participants in the control group. The p-value was .895, with a small effect size of .000. Next, we should introduce the results between pre-test as well as post-test in the three dimensions (CD,QF,LM) of instructional support practice after controlling for covariates.The p value of concept development(CD) was .698>.05. The p value of quality of feedback (QF) was.913>.05. The p value of language modeling (LM) was.952>.05. In terms of CD，QF and LM, no significant difference was identified between the pre-test and post-test, even after accounting for covariates. This outcome is consistent with the paired samples t-test. Table 4.3b: Multivariate analysis of covariance (MANCOVA) of experimental group Variables SS df MS F p Partial η² Teacher-child Interaction Practices 2.581 1 2.581 8.379 .006 .116 CD .470 1 .470 1.057 .310 .025 QF 7.720 1 7.720 15.328 <.001 .267 LM 2.794 1 2.794 5.620 .022 .118 Notes: CD—Concept Development；QF—Quality of Feedback；LM— Language Modelin The results also indicate a significant difference between the pre-test and post-test for instructional support variable with a p-value of .006 and a small effect size of .116. Note that not all dimensions of instructional support practice have been significantly improved. The p-values of CD, QF and ILM were .310>.05, <.001<.05 and .022<.05, respectively. In terms of QF, and LM, a significant difference was observed between the pre-test and post-test, even after adjusting for covariates. This outcome aligns with the results of the paired samples t-test. The MANCOVA findings also demonstrated that the MMCI course can effectively improve Chinese preschool teachers' instructional support practice quality during whole-group shared book reading. 5. Discussion 5.1 The effects of MMCI course on preschool teachers’ instructional support There were notable changes in the knowledge and practices of preschool teachers in the MMCI intervention group (experimental group) between the pre-test and post-test. This aligns with previous research findings. Hamre (2012) evaluated the impact of the MMCI curriculum on American preschool teachers' beliefs, knowledge, and teaching practices. The results demonstrate that teachers who received MMCI training have significantly improved the quality of their knowledge and abilities in teacher-child interaction and can more effectively guide children to participate in learning and reading activities. Hu (2022)[58] evaluated the impact of the MMCI curriculum as well as coaching on Chinese pre-service teachers' knowledge, beliefs, as well as skills. The results indicate that teachers who received MMCI training have significantly improved the quality of their knowledge and abilities in teacher-child interaction. In this research, the changes in the two dimensions (QF, and LM), among the three aspects of instructional support were more prominent. The findings revealed no notable variation between the pre-test and post-test scores for the Chinese preschool teachers' instructional support among control group participants, controlling for covariates.Contrary to the MANCOVA findings of the control group, the outcomes of the experimental group suggest that the MMCI course training affects preschool teachers' instructional support practices during shared book reading. MANCOVA is a technique that increases the precision of the estimation of cause-and-effect in experimental data and, therefore, increases the power to detect such effects (Li, McLouth & Delaney, 2019[59]). In this study, MANCOVA ruled out the effects generated by the covariates. This establishes a strong cause-and-effect relationship between MMCI course intervention and preschool teachers' professional development in teacher-child interaction and shared book reading in Chinese kindergartens. However, not all three dimensions of instructional support had been significantly improved. No substantial differences were observed between the pre-test and post-test results of CD.Martino (2020) [60]proposed in his research that CD is a dimension that is difficult for teachers to improve. Since MANCOVA ruled out the influence of covariates on preschool teachers' teacher-child interaction, the different findings between the control group and the experimental group can only be attributed to the MMCI course intervention factor. The MANCOVA results of the experimental group support the existing research regarding using MMCI courses as training programmes for teacher-child interaction in early reading in kindergartens. The MMCI course can be promoted in more professional development programs for Chinese preschool teachers, helping to improve their teacher-child interaction practice skills in shared reading, thereby more effectively improving Chinese children's interest in and ability to read. 5.2 Limitations and implications 5.2.1 Limitation The study has certain limitations. First, researchers have found that the work environment has a significant impact on training transfer (Ertmer & Newby, 2013[61]; Ng & Ahmad, 2018[62]). Therefore, there may be differences in the training effect of teachers in rural kindergartens and urban kindergartens. Note that this study only takes urban kindergarten teachers as samples. The sampling scope of this study will be only in some kindergartens in Jinan City, Shandong Province, China. Second, early reading in kindergartens includes whole-group shared book reading and children's independent reading in the reading area of classrooms and other forms of reading. Nonetheless, this study only focused on whole-group shared book reading. It did not investigate the impacts of MMCI courses regarding the standard of interaction between teachers and children in other forms of reading. Third, early reading includes various reading materials, but this study only focuses on children's picture books. 5.2.2 Implications This research made a modest contribution to the theory as well as practices of Chinese preschool teachers’ teacher-child interaction during shared book reading by empirically investigating the effects of the MMCI course. This study explored the impact of the MMCI course on preschool teachers 'instructional support during shared book reading, enriched the current research in shared book reading and provided a new cultural perspective and empirical support for existing teacher-child interaction theories.The MMCI course is based on the Teaching Through Interaction Theory and the Intentional Teaching Model. This study further refines and expands the theory and model in specific teaching activities by applying them to shared reading situations. For practice ,the results of this study provide an effective practical guide for future preschool teachers to improve their professional development in teacher-child interaction during shared reading. This research presents a vast amount of empirical evidence to enhance the localization of the MMCI course in the Chinese context. This promotes the promotion and application of the course on a larger scale.The study showed that the MMCI curriculum can flexibly select training content according to the needs of Chinese teachers. Besides, the study can offer a scientific foundation for education departments to customize professional development plans and education policies for kindergarten teachers. 5.3 Future research This study is not without limitations. it is recommended that researchers explore localized training methods in China. The training rhythm can be changed from the existing fixed one-time coaching for each dimension to two training sessions for each dimension, or the trainers and kindergarten teachers can decide to increase the training cycle of individual dimensions according to the situation. This is to cater to the professional development needs of kindergarten teachers more flexibly. Moreover, the class time allocation of each dimension of the MMCI course can also be adjusted appropriately according to teachers’ acceptance, and the learning time of certain dimensions can be increased. In terms of training content, researchers can also further localize the learning materials of the MMCI course, especially selecting sharing reading teaching videos that are easy for Chinese teachers to understand and conform to the characteristics of Chinese culture for observation and analysis. Only then can Chinese teachers truly learn by observing and analyzing case videos. In addition, after a comprehensive examination of teacher-child interactions among preschool educators during shared book reading, researchers discovered that many preschool teachers’ quality of the interaction between teachers and children is influenced not only by teachers' teacher-child interaction practice skills, but also by educators' beliefs centered on the child and effective teacher-child interaction knowledge and shared reading content Knowledge. Because the MMC course's teacher-child interaction tactics are part of generic pedagogical knowledge and need to be closely integrated with relevant subject knowledge.Therefore, future research can try to combine teachers’ knowledge, concepts, and practical skills. Declarations Author Contribution Author’s contributionsMeng Ping is the frist author of this research article.Dr Nor Azni Abdul Aziz is the corresponding author.Dr Borhannudin Abdullah is Coauthor.M and A wrote the main manuscript text and B prepared figures. All authors reviewed the manuscript. Data availability The datasets generated and/or analyzed during the current study are not publicly available due to institutional and privacy restrictions, but are available from the corresponding author on reasonable request. Informed Consent Declaration Informed written consent to participate in the study and to publish the findings was obtained from all individual participants included in the study. Ethics Approval and Consent This study was conducted in accordance with institutional and national ethical guidelines for research involving human subjects. The research protocol was reviewed and approved by the Ethics Committee for Research involving Human Subjects Universiti Putra Malaysia, approval number: JKEUPM-2023-212. Informed consent was obtained from all participants and/or their guardians prior to data collection. References Awais Bhatti, M., & Kaur, S. (2010). The role of individual and training design factors on training transfer. 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Classroom assessment scoring system™: Manual K-3. Brookes Publishing. Wouters, P., & Van Oostendorp, H. ( 2013 ). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412–425. Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher–child interactions and instruction.Applied Development Science, 12(3), 140–153. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Early childhood research quarterly, 23(1), 27–50. Hu, B. Y., Fan, X., Wu, Y., LoCasale-Crouch, J., & Song, Z. (2020). Teacher-child interaction quality and Chinese children’s academic and cognitive development: New perspectives from piecewise growth modeling. 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Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications. Hu, B. Y., Ren, J., LoCasale-Crouch, J., Roberts, S. K., Yang, Y., & Vong, K.-I. P. (2018). Chinese kindergarten teachers' use of instructional support strategies during whole-group language lessons. Teaching and Teacher Education, 70, 34–46. Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. ( 2014 ). Evidence for general and domain‐specific elements of teacher–child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257–1274. Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel psychology, 41(1), 63–105. Holton III, E. F., Bates, R. A., & Ruona, W. E. (2000). Development of a generalized learning transfer system inventory. Human resource development quarterly, 11(4), 333–360. Velada, R., Caetano, A., Michel, J. W., Lyons, B. D., & Kavanagh, M. J. (2007). The effects of training design, individual characteristics and work environment on transfer of training. International journal of training and development, 11(4), 282–294. Awais Bhatti, M., & Kaur, S. ( 2010 ). The role of individual and training design factors on training transfer. Journal of European industrial training, 34(7), 656–672. Renta-Davids, A. I., Jiménez-González, J. M., Fandos-Garrido, M., & González-Soto, Á. P. (2014). Transfer of learning: Motivation, training design and learning-conducive work effects.European Journal of Training and Development, 38(8), 728–744. Ng,K.H.,&Ahmad,R.(2018).Personality traits, social support,and transfer of training:The mediating mechanism of motivation to improve work through learning.Personnel Review,47(1),39–59. Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. 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Surfacing complexity in shared book reading: The role of affordance, repetition and modal appropriation in children's participation. Learning, Culture and Social Interaction, 28, 100496. Wang,C,Y. (2021) Zhixiang shendu xuexi de youeryuan zaoqiyuedu jiaoxue zhong de jiaoshi tiwen yu lida yanjiu.[Research on teachers’ questions and answers in early kindergarten reading teaching with the aim of deep learning]. (Master's thesis, Shandong Normal University.) Huang,J.&Tian,F.(2012). Youeryuan banri huodong qingjingxia de shiyouhudong yanjiu-Jiyu Class ketang hudong pinggu xitong de guancha fenxi.[Research on teacher-child interaction in a half-day activity context in kindergartens: observation and analysis based on the CLASS classroom interaction assessment system]. Shanghai Jiaoyu keyan, (10):88–91. Hu J, Torr J, Degotardi S, et al༈2017༉. Educators' use of commanding language to direct infants' behaviour: relationship to educators' qualifications and implications for language learning opportunitie. Early Years, 1–15. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Leavy, P. ( 2022 ). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications. Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system™: Manual K-3. Brookes Publishing. Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. ( 2014 ). Evidence for general and domain‐specific elements of teacher–child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257–1274. Hu, B. Y., Guan, L., LoCasale-Crouch, J., Yuan, Y., & Guo, M. (2022). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6391265","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":465906303,"identity":"d9724e9e-80b2-4b1d-866a-7d61597d42ce","order_by":0,"name":"Ping Meng","email":"","orcid":"","institution":"Universiti Putra Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Ping","middleName":"","lastName":"Meng","suffix":""},{"id":465906304,"identity":"955673e5-a4c9-4e9a-9dab-28c25ec9a99c","order_by":1,"name":"Nor Azni Abdul Aziz","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAzklEQVRIiWNgGAWjYBADHn4IzUyCFskGUrUwGBwgVos5e+8Dhh9/7sgY38g9uoGhwjqxQeyMAV4tlj3HDRh7eJ7xmN3IS7vBcCY9sUE6B78WgxtpQI9IHAZqyTG7wdh2mDgtjH8MDvMYzwBp+UekFmaehMM8BhIgLQ3EaDlzjOGwzIHDPBJn3qXdSDiWbtwmnVaAX8vxNsaHb/4ctudvzz1240ONtWy/dPIGvFpA4ACE4mFgSABSbAwc+B2GBHhgDPYHxGoZBaNgFIyCkQEAVsRFDX3V5jUAAAAASUVORK5CYII=","orcid":"","institution":"Universiti Putra Malaysia","correspondingAuthor":true,"prefix":"","firstName":"Nor","middleName":"Azni Abdul","lastName":"Aziz","suffix":""},{"id":465906305,"identity":"4de1f168-0980-47a2-a559-a1e6ea8e4f63","order_by":2,"name":"Borhannudin Abdullah","email":"","orcid":"","institution":"Universiti Putra Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Borhannudin","middleName":"","lastName":"Abdullah","suffix":""}],"badges":[],"createdAt":"2025-04-07 07:23:28","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6391265/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6391265/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":95196139,"identity":"f898cf29-566f-40e6-bc4e-202d786abd6a","added_by":"auto","created_at":"2025-11-05 11:24:41","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1610461,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6391265/v1/aa620b39-8fee-4a90-a7d4-4abe137e676d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Effects of MMCI course on Preschool Teachers’ Instructional Support during Whole-Group Shared Book Reading in China","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eReading is a fundamental cultural skill and essential for life success. Research from recent decades indicates that early shared reading experiences positively contribute to child development (Snow, 1983[1]; Wade \u0026amp; Moore, 1998[2]; Karrass \u0026amp; Braungart-Rieker, 2005[3]; Niklas, Cohrsen \u0026amp; Tayler, 2016[4]).In today\u0026apos;s society, reading skills are essential for accessing educational content, social development, 21st-century technology, and most job and lifelong learning opportunities (Dessemontet et al., 2021[5]). The main form of reading in Chinese kindergartens is whole-group shared book reading.The interaction in teacher-child reading is composed of the interaction between three main bodies: teachers, children, and books(Grolig,2020[6]).Teachers are the key to high-quality teacher-child reading interaction(wang,2022[7]). Instructional support (IS) is a key component of effective teaching practices. Based on the TTI/CLASS framework (Pianta, La Paro et al., 2008[8]), IS evaluates how teachers employ explicit and effective teaching strategies\u0026mdash;such as open-ended questioning, scaffolding, feedback, and language stimulation\u0026mdash;to enhance children\u0026apos;s higher-order thinking and language development. Extensive research has shown that IS encompasses a wide range of techniques and methods (Wouters \u0026amp; Van Oostendorp, 2013[9]). Moreover, the IS interactions provided by preschool teachers are positively linked to young children\u0026apos;s academic achievements and social-emotional growth (e.g., Burchinal et al., 2008[10]; Howes et al., 2008[11]; Hu, Fan, et al., 2020[12];\u003c/p\u003e\n\u003cp\u003eMashburn et al., 2008[13]; Leyva et al., 2015[14]). However, Chinese preschool teachers face great difficulties and challenges in providing instructional support in shared book reading.The MMCI course is a professional development (PD) framework developed by the Pianta research team in the United States, utilizing the CLASS assessment tool to enhance preschool teachers\u0026apos; teacher-child interaction skills. Only a few studies have focused on the impact of this model on the development of professional of teachers\u0026rsquo; teacher-child interaction during shared book reading situation, and none among specifically focusing on Chinese preschool teacher during shared book reading.\u003c/p\u003e"},{"header":"2. Conceptual base of the study","content":"\u003cp\u003e\u003cstrong\u003e2.1 Teacher-child interaction during shared book reading\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe main reading material in kindergarten is children\u0026apos;s picture books. A picture book is a unique art form that combines pictures and words to tell a complete story. This form of storytelling uses both pictures and words to narrate a story on two different levels, where the two media interweave and interact with each other. As described by Peng (2011), the combination of pictures and words in picture books creates a powerful mode of storytelling that engages readers of all ages. This combination of images and text creates a layered narrative effect that is richer than pure text or typically illustrated readings (Du \u0026amp; Zheng, 2021[15]). Children approach picture books differently than adults do. Meanwhile, adult reading is a process of interacting with books independently. Most children aged 0-6 are not yet able to read words. As a result, when they read picture books, they require an adult to read to them. This is an essential aspect of reading for young children (Zhu, 2021[16]). Picture book reading is an interactive process between adults, children, and books. It is important to note that the interaction consists of three elements: the adult, the child, and the book (Martinez \u0026amp; Roser, 1985[17]; Van Kleeck, 2003[18]).\u003c/p\u003e\n\u003cp\u003eShared book reading is an engaging activity where an adult and a child read together, either at home or in kindergarten, with the adult reading aloud and employing various strategies to guide the child. This practice supports children in developing the skills needed for effective, independent reading (Button \u0026amp; Johnson, 1997[19]). Early shared reading interactions can also enhance critical developmental skills such as attachment, joint attention, and early language development (Berkule, Dreyer, Klass et al, 2008[20]; NG,2022[21]). Research strongly indicates that shared book reading, both at home and in preschool, plays a vital role in helping young children acquire the foundational skills necessary for decoding and comprehension (Hindman,2008[22]).Children\u0026apos;s reading behavior during shared reading can be used as a predictor of their future language, literacy skills, and literacy abilities(Laakso,1999[23]).\u003c/p\u003e\n\u003cp\u003eShared book reading between teachers and children is the primary method of reading in kindergarten. High-quality teacher-child interaction not only enhances children\u0026apos;s interest in early reading but also fosters the development of early reading skills. Moreover, the quality of teacher-child interaction serves as a key indicator for evaluating the effectiveness of shared book reading in kindergarten (Fisher R,2005[24]). The reading activities in this study refer to whole-group shared book reading in kindergartens. The interaction in teacher-child reading is composed of the interaction between three main bodies:teachers, children, and books(Grolig,2020[25]).Teachers are the key to high-quality teacher-child reading interaction(wang,2022[26])\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2 Instructional Support of teacher-child interaction\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.1The Definition of Instructional Support\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInstructional support is a critical component of effective teaching practices. Based on the TTI/CLASS framework (Pianta, La Paro et al., 2008, IS evaluates how teachers employ explicit and effective strategies\u0026mdash;such as open-ended questioning, scaffolding, feedback, and language stimulation\u0026mdash;to enhance children\u0026apos;s higher-order thinking and language development. Other interpretations of instructional support also exist. For instance, Sternberg (1996) [27]described it as teacher actions that cultivate \u0026quot;practical intelligence\u0026quot; or usable knowledge, enabling children to analyze and solve real-world problems. Similarly, Todorova et al. (2017)[28] defined it as the implementation of curriculum content and learning activities to aid student learning. IS is versatile and applicable across different subjects and grade levels (Todorova et al., 2017). Wouters and Van Oostendorp (2013)[29] highlighted that instructional support encompasses a wide array of techniques and methods designed to target various cognitive activities.\u003c/p\u003e\n\u003cp\u003eCompared to Todorova\u0026apos;s and Sternberg\u0026apos;s definitions of instructional support (IS), the definition by Pianta, La Paro, and Hamre\u0026rsquo;s (2008)[30] places greater emphasis on teacher-child interaction aimed at enhancing children\u0026apos;s higher-order thinking and language development. It also identifies specific, structured instructional strategies that can serve as evaluation criteria or professional development (PD) content. Furthermore, the CLASS definition of IS is currently the most widely used and researched worldwide. Given that the primary goal of this study is to develop an effective PD model for IS, we adopt the CLASS-based definition of instructional support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.2 The Importance of Preschool Teachers\u0026rsquo; Instructional Support Practice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe development of children was found to be favorably correlated with teacher\u0026apos;s successful application of particular instructional support tactics. For example, Hu et al.\u0026apos;s (2021)[31] observed that during whole-group math instruction, variations in children\u0026apos;s higher-order responses were positively associated with preschool teachers\u0026apos; use of interactive back-and-forth exchanges and their persistence in questioning to guide students toward finding the correct answers. A randomized control study by Wasik and Hindman (2011)[32] and Piasta and colleagues (2012)[33] revealed that teachers\u0026apos; instructional support practices\u0026mdash;strategies like asking open-ended questions, explaining vocabulary, using questions to spark conversations, and promoting peer discussions influence children\u0026apos;s language development. In summary, preschool teacher\u0026apos;s successful instructional support practices support children\u0026apos; academic growth.\u003c/p\u003e\n\u003cp\u003eDespite growing acknowledgment of the significant and lasting impact of IS quality on children\u0026apos;s academic and language outcomes (Burchinal et al., 2008[34]), teachers consistently receive low scores in this CLASS domain (Hu et al., 2016[35], Leyva et al., 2015[36]). A study conducted in China found that while teachers provided higher-quality IS during whole-group language lessons\u0026mdash;such as storytelling, reading, singing nursery rhymes, and topic discussions\u0026mdash;compared to activities in math, science, and art, the scores remained within the low-to-mid range (Hu, Dieker et al., 2016 ibid；Hu, Ren et al,2018 [37]).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3 MMCI course professional development model\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eUsing the IT model and TTI/CLASS framework as a foundation, Hamre, Pianta, and colleagues (2012) at the University of Virginia\u0026apos;s Center for Advanced Study of Teaching and Learning developed the MMCI course to enhance preschool teachers\u0026apos; knowledge and ability to identify effective classroom interactions. The MMCI course is structured around three domains: Instructional Support (IS), Emotional Support (ES), and Classroom Organization (CO). This study focuses specifically on Instructional Support (IS).\u003c/p\u003e\n\u003cp\u003eThe IS domain encompasses three dimensions\u0026mdash;Cognitive Development (CD), Quality of Feedback (QF), and Language Modeling (LM)\u0026mdash;each comprising four to five indicators as defined by CLASS (Pianta, La Paro et al., 2008). The CD dimension emphasizes how discussions and activities promote conceptual understanding and includes indicators such as analysis and reasoning, creation, integration, and connections to real-world linkages. The QF dimension, on the other hand, includes scaffolding, feedback loops, information provision, thinking process stimulation, encouragement, as well as affirmation. It also demonstrates the teacher\u0026apos;s skill to offer helpful criticism in order to improve students\u0026apos; conceptualization and involvement in learning activities. Indicators such as frequent discussions, open-ended questions, repetition, extensions, parallel talk, and self-talk are also included in the LM dimension. Keep in mind that advanced language is used to gauge how much the teacher uses language facilitation and stimulation strategies (Hamre et al., 2014[38]).\u003c/p\u003e\n\u003cp\u003eFor each indicator, a number of behavioral markers are also provided as examples. Below is a thorough explanation of each dimension and its associated indicators (see Table 2.1) (Pianta, La Paro, et al., 2008; Hu, Ren, et al., 2018). The CLASS offers a thorough content framework for training preschool teachers in successful teaching methods as well as a helpful instrument for evaluating the quality of classroom interactions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable2.1 Definitions of indicators under the three dimensions in the IS domain\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"603\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 603px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCognitive Development\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndicator\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDefinition\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBehavior Markers\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eAnalysis and reasoning\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher helps children think critically by asking them \u0026ldquo;how\u0026rdquo; and \u0026ldquo;why\u0026rdquo; questions, teaching them how to make predictions, experiments, and comparisons, and encouraging them to evaluate answers and solve problems independently or collaboratively.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eWhy and/or how questions\u003c/li\u003e\n \u003cli\u003eProblem-solving\u003c/li\u003e\n \u003cli\u003ePrediction/experiment\u003c/li\u003e\n \u003cli\u003eClassification/comparison\u003c/li\u003e\n \u003cli\u003eEvaluation\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCreating\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher provides opportunities for children to create and generate new ideas through planning and brainstorming.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eBrainstorming\u003c/li\u003e\n \u003cli\u003ePlanning\u003c/li\u003e\n \u003cli\u003eProducing\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eIntegration\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher helps children understand the new knowledge/concept better by connecting with previously learned knowledge/concepts.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eConnects concepts\u003c/li\u003e\n \u003cli\u003eIntegration to previous knowledge\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eConnections to the real world\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher connects children\u0026rsquo;s learning with real-life situations and helps them apply knowledge/concepts in real-life situations.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eReal-world applications\u003c/li\u003e\n \u003cli\u003eRelated to students\u0026rsquo; lives\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 603px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eQuality of Feedback\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 134px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndicator\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 251px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDefinition\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBehavior Markers\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eScaffolding,\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher understands children\u0026rsquo;s ZDP and helps them achieve tasks or solve problems by effectively providing hints and help.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eHints\u003c/li\u003e\n \u003cli\u003eAssistance\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eFeedback loops\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher engages children in back-and-forth conversations to provide feedback on their thinking, help them understand a difficult concept, or deepen their understanding of it.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eBack-and-forth exchanges\u003c/li\u003e\n \u003cli\u003eTeacher persistence\u003c/li\u003e\n \u003cli\u003eFollow-up questions\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePrompting thought processes\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher promotes children\u0026rsquo;s understanding and thinking by asking them to explain the thought process or querying their responses and actions.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eAsking students to explain their thinking\u003c/li\u003e\n \u003cli\u003eQuerying responses and actions\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eProviding information\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher expands on children\u0026rsquo;s answers by making clarifications and providing background information to enhance their understanding of the concept.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eExpansion\u003c/li\u003e\n \u003cli\u003eClarification\u003c/li\u003e\n \u003cli\u003eSpecific feedback\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eEncouragement and\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003ea\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003effirmation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher helps children to make continued efforts through encouragement or recognition.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eRecognition\u003c/li\u003e\n \u003cli\u003eReinforcement\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 603px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLanguage Modeling\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndicator\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDefinition\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBehavior Markers\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eFrequent conversation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher has frequent back-and-forth conversations with children or encourages peer exchanges.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eBack-and-forth exchanges\u003c/li\u003e\n \u003cli\u003eContingent responding\u003c/li\u003e\n \u003cli\u003ePeer conversations\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eOpen-ended questions\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher asks open-ended questions and engages children in the expression with long sentences.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eQuestions require more than a one-word response\u003c/li\u003e\n \u003cli\u003eStudents respond\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eRepetition and extension\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher repeats the children\u0026rsquo;s answers and further expands their answers to demonstrate a more sophisticated way to express an idea.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eRepeats\u003c/li\u003e\n \u003cli\u003eExtends/elaborates\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSelf- and parallel talk\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher uses language to illustrate his or her own behaviors or the behaviors of children.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eMaps own actions with language\u003c/li\u003e\n \u003cli\u003eMaps student action with language\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eAdvanced language\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThe teacher uses a lot of nouns, adjectives, verbs, and other forms of language that are new to children so that they can learn to use these words and deepen their understanding of the concepts.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 217px;\"\u003e\n \u003cul\u003e\n \u003cli\u003eVariety of words\u003c/li\u003e\n \u003cli\u003eConnected to familiar words and/or ideas\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eSource: Hu, B. Y., Ren, J., LoCasale-Crouch, J., Roberts, S. K., Yang, Y., \u0026amp; Vong, K.-I. P. (2018). Chinese kindergarten teachers\u0026rsquo; use of instructional support strategies during whole-group language lessons. Teaching and Teacher Education Quarterly, 70, 34-46.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4 Covariates\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBaldwin and Ford (1988)[39] explained that three fundamental factors affect the effect of training: 1) trainees\u0026rsquo; characteristics, 2) the training course (content and methods); and 3) the work environment. The theory proposed by Baldwin and Ford (1988) is widely recognized and adopted by other researchers in their studies on training transfer (Holton et al., 2000[40]; Velada et al., 2007[41]; Awais, 2010[42]; Renta-Davids et al., 2014[43]; Ng \u0026amp; Ahmad, 2018[44]).\u003c/p\u003e\n\u003cp\u003eAmong them, trainees\u0026rsquo; characteristics significantly correlate with the training effect. A wide range of trainee attributes are believed to affect the training effects, as reported by Baldwin and Ford (1988). Additionally, experts concurred that training-related research has extensively examined the characteristics of trainees (Colquitt et al., 2000[45]; Holton, 2005[46]).\u003c/p\u003e\n\u003cp\u003eThis research is the MMCI course training program. The training content consists of instructional support strategies during shared book reading, and the training method is based on the IT framework of \u0026ldquo;knowing\u0026rdquo; and \u0026ldquo;seeing.\u0026rdquo; The work environment has been widely studied regarding training effects, and scholars have emphasized that the work environment has a significant impact on the outcomes (e.g., Velada et al., 2007; Ertmer \u0026amp; Newby, 2013[47]; Ng \u0026amp; Ahmad, 2018). Therefore, this study recruited kindergarteners who pay more attention to early reading.\u003c/p\u003e\n\u003cp\u003eAlternatively, BY Hu (2016) observed 180 early childhood classrooms using the CLASS and discovered that no other teacher-related variables were related to the quality of classroom teaching except for teaching years. At the same time, BY Hu (2016) highlighted in the article Characteristics of Teacher-child Interaction in Chinese Kindergarten Classes as well as Its Relationship with Teacher and Curriculum Characteristics that teacher experience (teaching years) is related to the quality of the kindergarten process. Moreover, Hu (2017) [48]proposed in the study that years of teaching experience predict teacher beliefs. Meanwhile, Liu (2018)[49] reported in the study of kindergarten structural variables and children\u0026rsquo;s reading comprehension level that the academic qualifications and teaching years of kindergarten teachers significantly impact children\u0026rsquo;s reading comprehension ability.\u003c/p\u003e\n\u003cp\u003eTeachers are the key to high-quality teacher-child reading interaction. After comparing teacher-led and children\u0026rsquo;s spontaneous reading situations, Leon and Player discovered that reading activities with teacher participation are more conducive to improving children\u0026rsquo;s participation (Leon \u0026amp; Player, 2021)[50]. Among the influencing factors related to teachers, researchers focused on two categories: teachers\u0026rsquo; professional experience and educational background. Notably, teachers\u0026rsquo; professional experience level is an essential reason for differences in teachers\u0026rsquo; ability to use strategies to promote children\u0026rsquo;s participation (wang, 2021)[51]. Sun and other scholars noted that the longer the teacher\u0026rsquo;s teaching experience and the richer his professional experience, the higher the level of interaction strategy use. At the same time, teachers\u0026rsquo; academic background is also related to the interaction methods they are accustomed to using (Huang, 2012[52]; Hu J, 2017[53]).\u003c/p\u003e\n\u003cp\u003eTherefore, in this study, the characteristics of preschool teachers from the MMCI course intervention group will be listed as covariates. These covariates are preschool teachers\u0026rsquo; education attainment and duration of service.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.5 The current study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study assessed the effectiveness of the MMCI Course Professional development model on Chinese presachool teachers\u0026lsquo; teacher-child interaction instructional support during shared book reading. This study was specifically guided by the following questions:\u003c/p\u003e\n\u003cp\u003e(1) Does participation in the MMCI course promote Chinese preschool teachers\u0026rsquo; instructional support practice quality during shared book reading?\u003c/p\u003e\n\u003cp\u003e(2) Does participation in the MMCI course promote Chinese preschool teachers\u0026rsquo; instructional support practice quality during shared book reading,controlling for covariates ?\u003c/p\u003e"},{"header":"3. Methods","content":"\u003cp\u003eThis study adopted a quasi-experimental approach using a non-randomized control group design. Specifically, a pre-and post-test design was utilized instead of relying solely on a post-test design to further strengthen the causal relationship between the variables. This study collected data two times for each group (once for the pre-test and another one for the post-test). It determined the effects of the MMCI (Making the Most of Classroom Interactions) course on preschool teachers\u0026rsquo; instructional support during shared reading in Chinese preschool classrooms.\u003c/p\u003e\n\u003cp\u003eAdditionally, in the quasi-experimental research design, one of the key elements that ensure the occurrence of a strong cause-and-effect relationship is the control for covariate influence (Creswell \u0026amp; Creswell, 2017[54], Leavy,2022[55]). By controlling the influence posed by the covariates in this study, researchers can eliminate external factors that influence the interaction between teachers and children during shared book reading. Then, conclusions can be made that the MMCI course is the true cause of effects on teacher-child interaction during shared book reading, without interference from the influence posed by other covariates. In this study, the researcher identified two covariates. These covariates will be further discussed and controlled in the analysis later in this report.\u003c/p\u003e\n\u003cp\u003eThe MMCI course serves as a popular professional development framework for providing training for both in-service and pre-service teachers, with a total of 10 dimensions of content.. The current intervention program is instructional support 3 dimensions of the MMCI course. These were the 3 dimensions in which preschool teachers face the greatest challenges based on existing research findings. The study involved two groups: 1) the experimental group (Receiving MMCI course intervention) and 2) the control group (No Receiving MMCI course intervention). During the experiment, teachers in the experimental group underwent the MMCI course intervention weekly and then conducted shared book reading practice. Meanwhile, the teachers in the control group used conventional reading methods to conduct shared book reading practice as usual. Note that the picture books the two groups read in class were all the same every week. The experiment period was 4 weeks. It aimed to determine whether there will be effective professional improvement in Chinese preschool teachers\u0026rsquo; instructional support skills during shared book reading after being trained in the MMCI course for 4 weeks compared to the conventional reading group.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1. Participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA purposive sampling technique was utilized to select the study sample. Jinan, the capital city of Shandong Province in China, was selected as the social setting for this study. Subsequently, we recruited four public kindergartens from a reading project in Jinan City. Correspondingly, 48 classes were recruited from participating kindergartens as participating classes. The sample size of 48 comes from G-Power\u0026rsquo;s calculations. According to the effect size requirement of this study, G-power calculated that the sample size of this study needs to be greater than 42 (effect size p = .05).\u003c/p\u003e\n\u003cp\u003eThe kindergarten principal provided a list of 48 teachers from different classes in four kindergartens. The preschool teachers involved in the study were aged 23 years old and above, had been working in the kindergarten for a minimum of 12 months, and had never attended any MMCI course training program previously. Among them, there were 15 teachers from the K1 (3-4 years old) class, 16 from the K2 (4-5 years old) class, and 17 from the K3 (5-6 years old) class. Subsequently, 48 teachers were randomly split into two groups, 24 as control as well as 24 as experimental groups. The researcher briefed all teachers on the purpose of the study, all participants volunteered and signed an informed consent form.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 Procedure of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe first step in this research was to obtain audit permission from the Ethics Committee for Research Involving Human Subjects (JKEUPM). Then, participants were recruited, and groups were randomized. Next, the researcher organized the participants to complete the questionnaire and conducted a pre-test. The next step was to start the quasi-experiment. Teachers in the experimental group underwent the MMCI course intervention weekly and used the content of the MMCI course to have whole-group shared book reading. Meanwhile, the control group had a whole group shared book reading using conventional reading methods as usual. Both groups read the same books each week. The experiment ended after 4 weeks. The researchers organized all teachers from two groups to conduct a post-test. Finally, the researchers analyzed the experimental data.\u003c/p\u003e\n\u003cp\u003eThe research process spanned six weeks, with the schedule for both conditions outlined in Table 3.1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003cstrong\u003e.1\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;The schedule of experimental group and control group\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"568\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 118px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTime\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 221px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExperimental group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 229px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eControl group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003eWeek 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 450px;\"\u003e\n \u003cp\u003ePre-test data collection on preschool teachers\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003eWeek 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 221px;\"\u003e\n \u003cp\u003eThe first session of training\u003c/p\u003e\n \u003cp\u003eOverview of MMCI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 229px;\"\u003e\n \u003cp\u003eNo intervention\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003eWeek 3-5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 221px;\"\u003e\n \u003cp\u003eThe second session of training\u003c/p\u003e\n \u003cp\u003e(1) MMCI-IS-CD\u003c/p\u003e\n \u003cp\u003e(2) MMCI-IS-QF\u003c/p\u003e\n \u003cp\u003e(3) MMCI-IS-LM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 229px;\"\u003e\n \u003cp\u003eNo intervention\u003c/p\u003e\n \u003cp\u003eHave shared picture book reading as usual.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 118px;\"\u003e\n \u003cp\u003eWeek 6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 450px;\"\u003e\n \u003cp\u003ePost-test data collection on preschool teachers\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes: ES: Emotional Support; IS: Instructional Support; CO: Classroom Organizations; CD: Concept Development; QF: Quality of Feedback;LM: Language Modeling\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.3 The Experiment Process\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe current MMCI training course is a Chinese version of the MMCI course translated by Hu Biying\u0026rsquo;s research team at the University of Macao, and 4 of these courses were chosen for this research. The researcher selected the first unit, \u0026quot;Overview of the MMCI Course,\u0026quot; along with 3 other units are all about instructional support \u0026quot;\u0026quot;Concept Development,\u0026quot; \u0026quot;Quality of Feedback,\u0026quot; as well as \u0026quot;Language Modeling\u0026quot; from the current MMCI course uses the original MMCI content as its foundation, supplemented with additional Chinese shared reading cases based on the original examples.\u003c/p\u003e\n\u003cp\u003eTo ensure the implementation of the intervention as well as its fidelity. Preschool teachers in the intervention group attend weekly sessions, each lasting approximately three hours, to participate in the MMCI course. After the training, they will share picture book reading with the children. Participants in the control group read picture books with their children as usual. Each week, teachers in both the experimental and control groups read the same picture books to the children. The researcher of this study, who also served as the MMCI course instructor, held a master\u0026rsquo;s degree in preschool education and had over 17 years of experience as a teacher educator in a preschool teacher education program. With extensive expertise in preschool teacher training and childhood reading, the researcher had accumulated more than 1,000 hours observing, analyzing, and practicing teacher-child interactions in preschool classrooms. Additionally, the researcher was a certified CLASS coder who had conducted multiple studies using the CLASS framework and had previously delivered the MMCI course in research evaluating its effectiveness and the role of coaching in enhancing pre-service teachers\u0026rsquo; professionalism (Hu, Guan, LoCasale-Crouch, et al., 2022).Overall, the researcher possessed substantial experience with CLASS as well as MMCI courses, making them a well-qualified candidate to serve as the instructor for the MMCI course in this research.\u003c/p\u003e\n\u003cp\u003eIn the first to fourth sessions of MMCI training, participants will be introduced to the strategies within each dimension, along with explanations of their components. Furthermore, the theoretical foundation and related empirical studies underpinning these strategies will be briefly outlined, allowing participants to understand their significance in improving shared book reading. In addition, the current course provided greater opportunities for participants to share their own or observed effective strategies and encouraged more discussions among preschool teachers on incorporating the newly acquired strategies into group-based reading lesson planning. A comprehensive overview of the MMCI training is presented in Table3. 2.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e3.2 The contents and teaching methods of MMCI\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"614\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSession\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContents\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeaching methods\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003eOverview of CLASS\u003c/p\u003e\n \u003cul start=\"50\"\u003e\n \u003cli\u003eThe importance of teacher-child interaction;\u003c/li\u003e\n \u003cli\u003eThree domains in the CLASS framework;\u003c/li\u003e\n \u003cli\u003eRelated research on CLASS in China;\u003c/li\u003e\n \u003cli\u003eThe effective teacher-child interaction during shared book reading.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cul start=\"50\"\u003e\n \u003cli\u003eLecturing;\u003c/li\u003e\n \u003cli\u003eVideo watching and discussion;\u003c/li\u003e\n \u003cli\u003eLearning material reading.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 359px;\"\u003e\n \u003cp\u003eInstructional Support(CD/QF/LM )strategies and their application in shared reading\u003c/p\u003e\n \u003cul start=\"50\"\u003e\n \u003cli\u003eTheories and relevant empirical research related to CD/QF/LM dimension;\u003c/li\u003e\n \u003cli\u003eStrategies in CD/QF/LM dimension;\u003c/li\u003e\n \u003cli\u003eExamples of the application of CD/QF/LM strategies in shared book reading.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 189px;\"\u003e\n \u003cul start=\"50\"\u003e\n \u003cli\u003eLecturing;\u003c/li\u003e\n \u003cli\u003eVideo watching, analyzing, and discussion;\u003c/li\u003e\n \u003cli\u003ePractice experience sharing;\u003c/li\u003e\n \u003cli\u003eMaking teaching plans for reading strategies;\u003c/li\u003e\n \u003cli\u003eLearning material reading.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes: ES: Emotional Support; IS: Instructional Support; CO: Classroom Organizations; CD: Concept Development; QF: Quality of Feedback;LM: Language Modeling\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.4 Instruments of The Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Classroom Assessment Scoring System (CLASS) was utilized to conduct the test about the level of preschool teachers\u0026rsquo; instructional support during shared book reading. The teacher-child interaction assessment tool CLASS was established by Pianta and colleagues (2008) [56]according to the theoretical framework of \u0026ldquo;interaction-based teaching.\u0026rdquo; Meanwhile, the Cronbach\u0026rsquo;s alpha of CLASS was 0.83, indicating that the assessment tool was highly reliable (Pinta, 2008; Harme, 2014[57]). In particular, CLASS pays attention to the systematic and intentional behavior of teachers in the process of teacher-child interaction. CLASS categorizes teacher-child interaction quality into three main areas: emotional support, class management, as well as teaching support, including ten dimensions in total. As such, this measurement tool has been employed and assessed in early childhood education quality evaluation studies in many countries (for example, China, the United States, Finland, Chile, and Germany).\u003c/p\u003e\n\u003cp\u003eIn this study, the research assistant who obtained the CLASS rater qualification certificate scored the instructional support level of the teaching video clips provided by each participant and gave \u0026ldquo;low (1, 2), medium (3, 4, 5), high (6, 7)\u0026rdquo; scores. All participants had to submit four videos of whole-group shared book reading before the experiment and four videos after the experiment, with each video lasting no less than 20 minutes. The class evaluation system (2012) requires the researcher to conduct on-site or video observations for at least 20 minutes per cycle. This study selected video observation and coding analysis. Simultaneously, to ensure the precision of the teacher-child interaction practice scores, researchers need to obtain at least four cycles from each teacher.\u003c/p\u003e\n\u003cp\u003eComposite scores across cycles are calculated by averaging the individual cycle scores for each dimension over the total number of observations conducted. Observers watched the videos and scored them on the observation sheet. Subsequently, the scores from the observation sheet were filled into the scoring summary sheet. The average scores for each dimension were calculated by summing the cycle scores and dividing by the total number of completed cycles. Finally, the domain scores were determined.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.5 Data Analysis\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data analysis section outlined the methods used to analyze the research data. SPSS (Statistical Package for the Social Sciences) was utilized for the analysis. Descriptive statistics were first applied to summarize the means and standard deviations of the participants\u0026apos; instructional support.\u003c/p\u003e\n\u003cp\u003eCorrespondingly, the researchers employed a paired sample t-test to determine whether there was a significant difference between the pre-test and post-test results of Chinese preschool teachers\u0026apos; instructional support during whole-group shared book reading in both the experimental and control groups. In order to eliminate the influence of covariates, the researchers finally used Multivariate Analysis of Covariance (MANCOVA) to analyze the pre- and post-test levels of the experimental as well as control groups.\u003c/p\u003e"},{"header":"4. Results","content":"\u003cp\u003e\u003cstrong\u003e4.1 Preliminary analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA Chi-square analysis was initially performed to examine demographic differences between the groups. This analysis compared the MMCI experimental group and the control group based on gender, age, years of service, educational attainment, and the age group of their placement, as presented in Table 4.1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.1 Chi-Square test results for demographic characteristics of participants\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"568\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eValue\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;df\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;p\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup*Gender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e365ᵃ\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e.551\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup*Age\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e445ᵃ\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e.801\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup*Duration of Service\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e600ᵃ\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e.741\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup*Education Attainment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e1.494ᵃ\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e.474\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup* Age Group of Placement\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e376ᵃ\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e.829\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFrom Table 4.1, it can be discovered that no significant difference was observed in gender (P=.551\u0026gt;.05), age (P=.801\u0026gt;.05), duration of service (P=.741\u0026gt;.05), and education attainment (P =.474\u0026gt;.05) and age group of placement (P=.829\u0026gt;.05) between control as well as experimental groups, indicating homogeneity.\u003c/p\u003e\n\u003cp\u003eNext，all data prior should be screened to conducting a paired sample t-test as well as multivariate Analysis of Variance (MANOVA). Before the paired sample t-test, the general normality test of the data was mainly conducted. Meanwhile, before the MANCOVA analysis, the multivariate normality test of the dependent variable, the box\u0026rsquo;s equality test of covariance matrices, multicollinearity diagnostics between the dependent variables, and the independence test of the covariates and independent variables were conducted.The results of data screening suggested that all assumptions were met, and the next step of paired sample t-test analysis and MANCOVA could be conducted.\u003c/p\u003e\n\u003cp\u003eThe covariates in this research were the teachers\u0026rsquo; education attainment and duration of service, which were both categorical variables. Prior to conducting data analysis, they must be converted into dummy variables.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 RQ1:Does participation in the MMCI course promote Chinese preschool teachers\u0026rsquo; instructional support practice quality during shared book reading?\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo address the first question of this study, paired samples t-tests were conducted to compare the pre-test and post-test differences between the conventional reading group (control group) and the MMCI intervention group (experimental group) in Chinese preschool teachers\u0026apos; in structional support practices during whole-group shared book. The differences between the pre-test and post-test results of the control group are shown in Table 4.2a, while Table 4.2b displays the differences between the pre-test and post-test results of the experimental group.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.2a Paired sample t-test of control group\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"563\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 92px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 87px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;S.D\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 92px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;t\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;p\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eInstructional Support\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.021\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.338\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.314\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e.756\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;CD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.080\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.639\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.614\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e.546\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;QF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e.028\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.741\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e.182\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e.857\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;LM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.466\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.109\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e.914\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes: CD\u0026mdash;Concept Development；QF\u0026mdash;Quality of Feedback；LM\u0026mdash; Language Modeling\u003c/p\u003e\n\u003cp\u003eTable 4.2a indicates that there is no significant positive difference in instructional support mean scores among the Chinese preschool teachers of the control group. The t- and p-values were -.341 and .756 (p=.756\u0026gt;.05).The three dimensions of instructional support practices did not improve significantly. The t- and p-values of CD were -.614 and .546 (p=.546\u0026gt;.05). The t- and p-values of QF were .182 and .857 (p=.857\u0026gt;.05). The t- and p-values of LM were -.109 and .914 (p=.914\u0026gt;.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.2b Paired sample t-test of experimental group\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"563\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 92px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 87px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;S.D\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 92px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;t\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;p\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eInstructional Support\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.464\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.393\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-5.780\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u0026lt;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;CD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.198\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.618\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-1.568\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e.131\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;QF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.802\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.756\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-5.200\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u0026lt;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 204px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;LM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-.483\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e.832\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e-2.840\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e.009\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes: CD\u0026mdash;Concept Development；QF\u0026mdash;Quality of Feedback；LM\u0026mdash; Language Modeling\u003c/p\u003e\n\u003cp\u003eTable 4.2b demonstrates a significant difference in the instructional support among participants in the experimental group. The t- and p-values for this variable were -5.780 and \u0026lt;.001 (p=.001\u0026lt;.05). The t- and p-values for the regard for CD were -1.568 and .131 (p=.131\u0026gt;.05). The t- and p-values for the regard for the QF were -5.200 and \u0026lt;.001 (p=.001\u0026lt;.05). Meanwhile, the t- and p-values for the regard for LM were -2.840 and .009 (p=.001\u0026lt;.05). In other words, among the three dimensions of instructional support practice, the post-test scores for QF and LM showed significant improvement compared to the pre-test scores, while the scores for CD remained unchanged.\u003c/p\u003e\n\u003cp\u003eThe paired sample t-test results indicated that the MMCI course can effectively improve Chinese preschool teachers\u0026apos; instructional support practice quality during whole-group shared book reading.\u003c/p\u003e\n\u003cp\u003eHowever, the paired sample t-test did not exclude the effect of covariates, this analysis alone is not sufficient to prove that the MMCI course was the definitive and only factor that led to a substantial rise in preschool teachers\u0026apos; knowledge as well as practices. Therefore, this study needs to analyse the data further using analysis of covariance to establish a conclusive causal connection between the MMCI course intervention as well as the enhancement of preschool teachers\u0026apos; knowledge and practices in teacher-child interactions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3 RQ2:Does participation in the MMCI course promote Chinese preschool teachers\u0026rsquo; instructional support practice quality during shared book reading,controlling for covariates ?\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo address the second question of this study, Multivariate Analysis of Covariance (MANCOVA) analysis was performed for both the experimental as well as control groups. The covariates in this study were preschool teachers\u0026apos; duration of service and education attainment. Since the duration of service and education attainment are categorical variables, this study first converted them into dummy variables and then conducted a MANCOVA analysis. Table 4.3a presents the MANCOVA analysis results for participants of the control group.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.3a: Multivariate analysis of covariance (MANCOVA) of control group\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"555\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;df\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 61px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;MS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Partial\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026eta;\u0026sup2;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eTeacher-child Interaction\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Practices\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e.006\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e.006\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.895\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;CD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e.077\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e.077\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.698\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.004\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;QF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e.009\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e.009\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.012\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.913\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;LM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.004\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.952\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes: CD\u0026mdash;Concept Development；QF\u0026mdash;Quality of Feedback；LM\u0026mdash; Language Modeling\u003c/p\u003e\n\u003cp\u003eTable 4.3a indicates that there was no significant improvement between the pre-test and post-test scores on instructional support for participants in the control group. The p-value was .895, with a small effect size of .000. Next, we should introduce the results between pre-test as well as post-test in the three dimensions (CD,QF,LM) of instructional support practice after controlling for covariates.The p value of concept development(CD) was .698\u0026gt;.05. The p value of quality of feedback (QF) was.913\u0026gt;.05. The p value of language modeling (LM) was.952\u0026gt;.05. In terms of CD，QF and LM, no significant difference was identified between the pre-test and post-test, even after accounting for covariates. This outcome is consistent with the paired samples t-test.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.3b: Multivariate analysis of covariance (MANCOVA) of experimental group\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"555\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 65px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;df\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 61px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;MS\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;F\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Partial\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026eta;\u0026sup2;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eTeacher-child Interaction\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Practices\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e2.581\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e2.581\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e8.379\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.006\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.116\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;CD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e.470\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e.470\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e1.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.310\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.025\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;QF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e7.720\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e7.720\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e15.328\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026lt;.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.267\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 174px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;LM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 65px;\"\u003e\n \u003cp\u003e2.794\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e2.794\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e5.620\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e.022\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e.118\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNotes: CD\u0026mdash;Concept Development；QF\u0026mdash;Quality of Feedback；LM\u0026mdash; Language Modelin\u003c/p\u003e\n\u003cp\u003eThe results also indicate a significant difference between the pre-test and post-test for instructional support variable with a p-value of .006 and a small effect size of .116. Note that not all dimensions of instructional support practice have been significantly improved. The p-values of CD, QF and ILM were .310\u0026gt;.05, \u0026lt;.001\u0026lt;.05 and .022\u0026lt;.05, respectively. In terms of QF, and LM, a significant difference was observed between the pre-test and post-test, even after adjusting for covariates. This outcome aligns with the results of the paired samples t-test.\u003c/p\u003e\n\u003cp\u003eThe MANCOVA findings also demonstrated that the MMCI course can effectively improve Chinese preschool teachers\u0026apos; instructional support practice quality during whole-group shared book reading.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003e\u003cstrong\u003e5.1 The effects of MMCI course on preschool teachers\u0026rsquo; instructional support\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere were notable changes in the knowledge and practices of preschool teachers in the MMCI intervention group (experimental group) between the pre-test and post-test. This aligns with previous research findings. Hamre (2012) evaluated the impact of the MMCI curriculum on American preschool teachers\u0026apos; beliefs, knowledge, and teaching practices. The results demonstrate that teachers who received MMCI training have significantly improved the quality of their knowledge and abilities in teacher-child interaction and can more effectively guide children to participate in learning and reading activities. Hu (2022)[58] evaluated the impact of the MMCI curriculum as well as coaching on Chinese pre-service teachers\u0026apos; knowledge, beliefs, as well as skills. The results indicate that teachers who received MMCI training have significantly improved the quality of their knowledge and abilities in teacher-child interaction. In this research, the changes in the two dimensions (QF, and LM), among the three aspects of instructional support were more prominent.\u003c/p\u003e\n\u003cp\u003eThe findings revealed no notable variation between the pre-test and post-test scores for the Chinese preschool teachers\u0026apos; instructional support among control group participants, controlling for covariates.Contrary to the MANCOVA findings of the control group, the outcomes of the experimental group suggest that the MMCI course training affects preschool teachers\u0026apos; instructional support practices during shared book reading.\u003c/p\u003e\n\u003cp\u003eMANCOVA is a technique that increases the precision of the estimation of cause-and-effect in experimental data and, therefore, increases the power to detect such effects (Li, McLouth \u0026amp; Delaney, 2019[59]). In this study, MANCOVA ruled out the effects generated by the covariates. This establishes a strong cause-and-effect relationship between MMCI course intervention and preschool teachers\u0026apos; professional development in teacher-child interaction and shared book reading in Chinese kindergartens. However, not all three dimensions of instructional support had been significantly improved. No substantial differences were observed between the pre-test and post-test results of CD.Martino (2020) [60]proposed in his research that CD is a dimension that is difficult for teachers to improve.\u003c/p\u003e\n\u003cp\u003eSince MANCOVA ruled out the influence of covariates on preschool teachers\u0026apos; teacher-child interaction, the different findings between the control group and the experimental group can only be attributed to the MMCI course intervention factor. The MANCOVA results of the experimental group support the existing research regarding using MMCI courses as training programmes for teacher-child interaction in early reading in kindergartens. The MMCI course can be promoted in more professional development programs for Chinese preschool teachers, helping to improve their teacher-child interaction practice skills in shared reading, thereby more effectively improving Chinese children\u0026apos;s interest in and ability to read.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eLimitations and implications\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2.1 Limitation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study has certain limitations. First, researchers have found that the work environment has a significant impact on training transfer (Ertmer \u0026amp; Newby, 2013[61]; Ng \u0026amp; Ahmad, 2018[62]). Therefore, there may be differences in the training effect of teachers in rural kindergartens and urban kindergartens. Note that this study only takes urban kindergarten teachers as samples. The sampling scope of this study will be only in some kindergartens in Jinan City, Shandong Province, China.\u003c/p\u003e\n\u003cp\u003eSecond, early reading in kindergartens includes whole-group shared book reading and children\u0026apos;s independent reading in the reading area of classrooms and other forms of reading. Nonetheless, this study only focused on whole-group shared book reading. It did not investigate the impacts of MMCI courses regarding the standard of interaction between teachers and children in other forms of reading. Third, early reading includes various reading materials, but this study only focuses on children\u0026apos;s picture books.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.2.2\u003c/strong\u003e \u003cstrong\u003eImplications\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research made a modest contribution to the theory as well as practices of Chinese preschool teachers\u0026rsquo; teacher-child interaction during shared book reading by empirically investigating the effects of the MMCI course.\u003c/p\u003e\n\u003cp\u003eThis study explored the impact of the MMCI course on preschool teachers \u0026apos;instructional support during shared book reading, enriched the current research in shared book reading and provided a new cultural perspective and empirical support for existing teacher-child interaction theories.The MMCI course is based on the Teaching Through Interaction Theory and the Intentional Teaching Model. This study further refines and expands the theory and model in specific teaching activities by applying them to shared reading situations.\u003c/p\u003e\n\u003cp\u003eFor practice ,the results of this study provide an effective practical guide for future preschool teachers to improve their professional development in teacher-child interaction during shared reading. This research presents a vast amount of empirical evidence to enhance the localization of the MMCI course in the Chinese context. This promotes the promotion and application of the course on a larger scale.The study showed that the MMCI curriculum can flexibly select training content according to the needs of Chinese teachers. Besides, the study can offer a scientific foundation for education departments to customize professional development plans and education policies for kindergarten teachers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.3 Future research\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is not without limitations. it is recommended that researchers explore localized training methods in China. The training rhythm can be changed from the existing fixed one-time coaching for each dimension to two training sessions for each dimension, or the trainers and kindergarten teachers can decide to increase the training cycle of individual dimensions according to the situation. This is to cater to the professional development needs of kindergarten teachers more flexibly. Moreover, the class time allocation of each dimension of the MMCI course can also be adjusted appropriately according to teachers\u0026rsquo; acceptance, and the learning time of certain dimensions can be increased. In terms of training content, researchers can also further localize the learning materials of the MMCI course, especially selecting sharing reading teaching videos that are easy for Chinese teachers to understand and conform to the characteristics of Chinese culture for observation and analysis. Only then can Chinese teachers truly learn by observing and analyzing case videos.\u003c/p\u003e\n\u003cp\u003eIn addition, after a comprehensive examination of teacher-child interactions among preschool educators during shared book reading, researchers discovered that many preschool teachers\u0026rsquo; quality of the interaction between teachers and children is influenced not only by teachers\u0026apos; teacher-child interaction practice skills, but also by educators\u0026apos; beliefs centered on the child and effective teacher-child interaction knowledge and shared reading content Knowledge. Because the MMC course\u0026apos;s teacher-child interaction tactics are part of generic pedagogical knowledge and need to be closely integrated with relevant subject knowledge.Therefore, future research can try to combine teachers\u0026rsquo; knowledge, concepts, and practical skills.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAuthor\u0026rsquo;s contributionsMeng Ping is the frist author of this research article.Dr Nor Azni Abdul Aziz is the corresponding author.Dr Borhannudin Abdullah is Coauthor.M and A wrote the main manuscript text and B prepared figures. All authors reviewed the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analyzed during the current study are not publicly available due to institutional and privacy restrictions, but are available from the corresponding author on reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent Declaration\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eInformed written consent to participate in the study and to publish the findings was obtained from all individual participants included in the study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with institutional and national ethical guidelines for research involving human subjects. The research protocol was reviewed and approved by the Ethics Committee for Research involving Human Subjects Universiti Putra Malaysia, approval number: JKEUPM-2023-212. Informed consent was obtained from all participants and/or their guardians prior to data collection.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAwais Bhatti, M., \u0026amp; Kaur, S. (2010). The role of individual and training design factors on training transfer. Journal of European industrial training, 34(7), 656-672. https://doi.org/10.1108/03090591011070770\u003c/li\u003e\n\u003cli\u003eBaldwin, T. T., \u0026amp; Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel psychology, 41(1), 63-105. https://doi.org/10.1111/j.1744-6570.1988.tb00632.x\u003c/li\u003e\n\u003cli\u003eBerkule, S. B., Dreyer, B. P., Klass, P. E., Huberman, H. S., Yin, H. S., \u0026amp; Mendelsohn, A. L. (2008). 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Performance Improvement Quarterly,26(2),43\u0026ndash;71.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Ng,K.H.,\u0026amp;Ahmad,R.(2018).Personality traits, social support,and transfer of training:The mediating mechanism of motivation to improve work through learning.Personnel Review,47(1),39\u0026ndash;59.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Teacher-child interaction, shared book reading, instructional support, Preschool teachers, Chinese kindergarten","lastPublishedDoi":"10.21203/rs.3.rs-6391265/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6391265/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eChildren's development greatly benefits from reading. The Chinese government attaches great importance to improving children's reading interest and reading ability. Kindergarteners' reading interests and proficiency will be significantly impacted by the standard of the engagement between teachers and the child during joint book reading. Nonetheless, prior research has demonstrated that the quality of teacher-child interaction in picture book shared reading by Chinese kindergarten teachers is not high, espacially instructional support skills and the existing teacher\u0026rsquo;s professional development models are insufficient. The MMCI course serves as a professional development framework developed by the Pinta research team in the United States, utilizing the Class assessment tool to enhance preschool teachers' skills in teacher-child interactions. Accordingly, this study sought to evaluate the impact of the MMCI course on Chinese preschool teachers' instructional support during whole-group shared book reading.The study involved 48 preschool teachers employed in four public kindergartens in China, and they were non-randomly assigned to the conventional reading group (n\u0026thinsp;=\u0026thinsp;24) and MMCI intervention group (n\u0026thinsp;=\u0026thinsp;24). This research utilized a quasi-experimental design to identify the impacts of the MMCI course. The study's findings indicate that the MMCI course has a significant effect on the professional development of Chinese kindergarten teachers's instructional support practice quality during whole group shared book reading.\u003c/p\u003e","manuscriptTitle":"The Effects of MMCI course on Preschool Teachers’ Instructional Support during Whole-Group Shared Book Reading in China","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-06 03:45:52","doi":"10.21203/rs.3.rs-6391265/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"cfc7ea1b-f815-4e52-94b5-ada1d983aa9a","owner":[],"postedDate":"June 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-05T11:24:21+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-06 03:45:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6391265","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6391265","identity":"rs-6391265","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}