Abstract
This article presents the results of a systematic review conducted following the guidelines of PRISMA, aiming to analyze the notion of development and the methodological aspects of empirical studies in preschool-aged populations in urban and rural contexts of interaction between 2015 and 2023. The search was conducted across the Scopus, ERIC, Redalyc, and EBSCO databases, applying eligibility criteria for studies involving the transition grade population (students and teachers), which focused on topics associated with teacher-child interaction. A total of 13 articles were selected from an initial pool of 324. The results reveal a predominance of studies focused on the notion of unfolding, utilizing cross-sectional quantitative designs. In terms of comparative results, most studies do not differentiate between children from urban and rural contexts of interaction. Finally, the discussion revolves around the predominance of biological assumptions, such as maturation, accompanied by cross-sectional designs that address the notion of vital impulse, as well as the lack of recognition of differences between children in urban and rural contexts in most studies.
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