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1.
The hypothesis was tested that the new open‐group Norwegian day‐care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher–child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4‐year‐olds from 153 centers who were followed up in first grade. Results of this natural quasi‐experiment revealed that children from open‐group centers (a) experienced less teacher–child closeness in preschool and (b) more teacher–child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher–child conflict, but only for children from open‐group centers. Results highlight the importance of spatial and social organization of day care and their translational implications.  相似文献   

2.
The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.  相似文献   

3.
Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher–child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The present study examined whether teacher–child closeness and conflict moderated the association between temperamental negative reactivity and growth in disruptive behaviors in low-income Black and Hispanic kindergarten and 1st-grade children. Findings revealed that negative reactivity predicted higher overall levels of in-school disruptive behavior problems at the beginning of kindergarten as well as growth in behavior problems over kindergarten and 1st grade. However, the effect of negative reactivity on disruptive behaviors was attenuated when children had relationships with teachers characterized by high levels of closeness and low levels of conflict. Practice or Policy: Implications for further research and practice are discussed.  相似文献   

4.
This article suggests that students’ characteristics play a more important role in classrooms than has previously been thought. To investigate this, a computerized literacy search was conducted, finding 19 studies that focused on the topic. On the basis of these studies a meta-analysis was carried out in which 23 effect size estimates were computed. The results showed that teachers reported more conflict and child dependency, and less closeness in teacher–child relationships when interacting with students who exhibited either a high level of external or a high level of internal problem behavior. In contrast, teachers reported less conflict and more closeness in teacher–child relationships when interacting with students exhibiting high levels of motivation and engagement as compared to other children. Furthermore, teachers reported less conflict, less child dependency and more closeness in teacher–child relationships when interacting with students showing a high level of academic performance.  相似文献   

5.
The present study examined the concurrent contributions of parent–child and teacher–child relationship quality to Turkish children’s antisocial behaviour, with a specific focus on the moderating role of teacher–child relationships (closeness and conflict) on parent–child relationships when predicting antisocial behaviour. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on their relationship with children and teachers reported on their relationships with children as well as children’s antisocial behaviour. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that teacher–child conflict moderated the association between parent–child conflict and children’s antisocial behaviour. Such that, higher parent–child conflict was related to higher levels of antisocial behaviour at the context of higher levels of teacher–child conflict. In addition, teacher–child closeness also moderated the association between parent–child conflict and children’s antisocial behaviour. Such that when teacher–child closeness was at average or high levels, lower levels of parent–child conflict was related to lower levels of antisocial behaviour. Teacher–child conflict was positively associated with children’s antisocial behaviour. Limitations and future directions of the current study are discussed.  相似文献   

6.
Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher–child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of child-initiated teacher–child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.  相似文献   

7.
Research Findings: The current project examined the unique and interactive relations of child effortful control and teacher–child relationships to low-income preschoolers' socioemotional adjustment. One hundred and forty Head Start children (77 boys and 63 girls), their parents, lead teachers, and teacher assistants participated in this study. Parents provided information on child effortful control, whereas lead teachers provided information on their relationships with students. Teacher assistants provided information on children's socioemotional adjustment (emotional symptoms, peer problems, conduct problems, prosocial behaviors) in the preschool classroom. Both teacher–child closeness and conflict were significantly related to low-income preschoolers' socioemotional adjustment (i.e., emotional symptoms, peer problems, conduct problems, and prosocial behaviors) in expected directions. In addition, teacher–child conflict was significantly associated with emotional symptoms and peer problems among children with low effortful control; however, teacher–child conflict was not significantly associated with socioemotional difficulties among children with high effortful control. Teacher–child closeness, on the other hand, was associated with fewer socioemotional difficulties regardless of children's level of effortful control. Practice or Policy: Results are discussed in terms of (a) the utility of intervention efforts focusing on promoting positive teacher–child interactions and enhancing child self-regulatory abilities and (b) the implications for children's socioemotional adjustment.  相似文献   

8.
This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5‐year‐old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self‐regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self‐regulation jointly predicted decreases in school engagement which in turn predicted first‐grade academic competence. Findings illustrate the importance of considering transactions between self‐regulation, teacher–child relationship quality, and school engagement in predicting academic competence.  相似文献   

9.
Teacher–child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety‐one 4‐year‐olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher–child interaction session outside the classroom. Parents reported on children’s temperament, teachers and children reported on teacher–child relationship quality, and observers rated group‐level teacher insensitivity. Teacher‐reported relationship conflict predicted cortisol increases during teacher–child interaction and teacher‐reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child‐care day is influenced by teacher–child relationship characteristics.  相似文献   

10.
Research Findings: The teacher–child relationship can provide an important support to young children who exhibit developmental risk. This research studied the contribution of children's language skills, temperamentally based attributes (shyness, anger), and gender to closeness and conflict in the teacher–child relationship for 133 preschoolers attending programs serving at-risk children. The results showed that both language comprehension (positive predictor) and shyness (negative predictor) were significantly linked to closeness in the teacher–child relationship. An additional result was that children who displayed greater anger within the classroom had relationships with their teachers characterized by higher levels of conflict, and both gender and language expression served as moderators for the relationship between anger and teacher–child conflict. Practice or Policy: These findings are important for considering how various skills and attributes of preschool children may contribute to their formation of trusting and secure relationships with their classroom teachers.  相似文献   

11.
Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher–child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher–child variables, such that teacher–child closeness was lower and teacher–child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher–child relational quality in the prediction of children's social-emotional outcomes. Teacher–child conflict was negatively associated with emotion regulation and teacher–child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher–child closeness was high. Teacher–child closeness was also a negative predictor of urban Head Start preschoolers’ prosocial attention. Practice or Policy: Results point to the importance of understanding the role of teacher–child relational quality in the social-emotional development of children exposed to different preschool and environmental contexts.  相似文献   

12.
Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions.  相似文献   

13.
This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N?=?825) in grades 1 to 7. Bivariate analyses and standard multiple regression analysis were conducted. Conflict in student–teacher relationships correlated highly with child mental health factors and in particular, problems of externalization. For closeness in student-teacher relationships, demographic factors accounted for the largest proportion of variance. Our findings suggest that different strategies may be needed to promote closeness and reduce conflict in student–teacher relationships.  相似文献   

14.
Data from 508 Caucasian children in the NICHD Study of Early Child Care and Youth Development shows that the DRD4 (but not 5‐HTTLPR) polymorphism moderates the effect of child‐care quality (but not quantity or type) on caregiver‐reported externalizing problems at 54 months and in kindergarten and teacher‐reported social skills at kindergarten and first grade—but not thereafter. Only children carrying the 7‐repeat allele proved susceptible to quality‐of‐care effects. The behavior–problem interactions proved more consistent with diathesis‐stress than differential‐susceptibility thinking, whereas the reverse was true of the social‐skills' results. Finally, the discerned Gene × Environment interactions did not account for previously reported parallel ones involving difficult temperament in infancy.  相似文献   

15.
Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity–impulsivity–inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA‐only or CP‐only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth‐grade students with HIA + CP (n = 61), HIA‐only (n = 29), and CP‐only (n = 14). Results showed that the HIA‐only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP‐only groups. By Grade 6, the HIA‐only and HIA + CP groups showed lower academic competence than the CP‐only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP‐only groups had poorer social skills than the HIA‐only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self‐concept. Early screening and identification methods using a multiple‐gating model were recommended as a means of proactive approaches to intervention design and prevention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 721–736, 2005.  相似文献   

16.
This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher–child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (Mage.wave1 = 9.26 years). Autoregressive cross‐lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher–child relationships and vice versa. Higher sociometric popularity predicted more teacher–child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher–child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the “invisible hand” of both teachers and peers in classrooms has been made visible.  相似文献   

17.
Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 (SD = 3.0) months of age, from Trondheim, Norway were used to examine whether such negative effects, would emerge in Norway, a country with a different child‐care system. The children's externalizing problems and social competence were unrelated to their child‐care experience. More time spent in child care during the first 4.5 years of life and experiencing peer groups of < 16 or > 18 children predicted greater caregiver–child conflict. The effect sizes were small. The results are discussed in terms of cross‐national child‐care differences.  相似文献   

18.
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

19.
Research Findings: This small-scale study features the 1st comparative exploration of the pedagogical quality of parent-led child care and regular child care in The Netherlands. The quality of the interaction skills and the affective relationships between adults and children was evaluated and compared with those of regular child care centers. On average parents in parent-led child care had interactions with adequate to good sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. Developmental stimulation and fostering positive peer interactions proved to be weaker areas. Parents’ perceptions of the affective relationship with children in the group were characterized by a high level of closeness and a low level of dependency and conflict. Parents experienced a greater degree of closeness but also more conflict and in particular greater dependency with their own children than with the other children. A comparison between parent-led centers and regular urban child care centers revealed some small but significant differences in pedagogical quality. Practice or Policy: Parents can play a more active role in both the design and implementation of child care. It seems interesting to pilot new child care formats in which parents and professional staff collaborate more closely.  相似文献   

20.
This study investigated teacher preference, the degree to which a teacher likes a specific student, as a predictor of students' perceptions of teacher preference as well as conflict and support in the student–teacher relationship. Child and teacher reports of teacher preference and child reports of conflict and support were provided in the fall and spring of one academic year. Participants included 1,104 fourth‐grade students in 10 schools. Results indicated that teacher preference predicted change in children's perceived teacher preference. In addition, lower levels of teacher preference directly predicted higher subsequent levels of conflict, but not support. Because teacher preference and children's perceptions of teacher preference were related, lower levels of teacher preference also indirectly predicted higher levels of conflict and lower levels of support. Discussion focuses on the implications of the findings from a dyadic systems conceptualization of student–teacher relationships. © 2009 Wiley Periodicals, Inc.  相似文献   

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