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1.
Theresia J. Shavega Daniel Brugman Cathy van Tuijl 《Early education and development》2014,25(3):356-380
Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher–child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher–child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher–child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country. 相似文献
2.
YunPeng Wu JianFen Wu YingMin Chen Lei Han PiGuo Han Peng Wang 《Early education and development》2013,24(2):149-166
Research Findings: The current study examined the moderating effects of gender and teacher–child relationship on the association between shyness and school adjustment (school liking and avoidance, cooperative and independent participation). The sample consisted of 524 preschool students from 3 cities of Shandong province in northern China. Mothers reported children's shyness, school liking, and school avoidance, whereas teachers rated children's cooperative and independent participation and reported perceived teacher–child relationships. Overall, findings indicated that shyness was associated with lower teacher–child closeness, lower school liking, and higher school avoidance. Child gender moderated the relationship between shyness and teacher–child dependency. Moreover, teacher–child relationship and child gender moderated the shyness–adjustment relationships. Practice or Policy: These findings point to the potential for improving teacher–child relationships to facilitate shy preschoolers’ school adjustment and the importance of taking child gender into consideration in such intervention programs. 相似文献
3.
Maureen Blankemeyer Daniel J. Flannery Alexander T. Vazsonyi 《Psychology in the schools》2002,39(3):293-304
The role of children's aggression and three indices of social competence (peer‐preferred behavior, teacher‐preferred behavior, and school adjustment) in children's perceived relationships with their teachers was assessed. Participants were 1,432 third through fifth graders (688 males, 744 females) and their teachers. The results from hierarchical regression analyses showed statistically significant interaction effects. Poor school adjustment was associated with more negatively perceived child teacher relationships for boys than for girls. In addition, the perceived child–teacher relationship among aggressive children was more favorable among those with high levels of school adjustment than among those who were poorly adjusted at school. Implications for school psychologists and teachers are discussed. © 2002 John Wiley & Sons, Inc. 相似文献
4.
Amelia Kate Searle Lauren R. Miller-Lewis Michael G. Sawyer Peter A. Baghurst 《Early education and development》2013,24(8):1112-1136
The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent–child and teacher–child relationships in promoting engagement. In preschool, parents and teachers completed questionnaires assessing children's (n = 562) parent–child and teacher–child relationships, global self-concept, and mental health problems. Teachers rated children's engagement levels 1 year later in kindergarten. Research Findings: Results from structural equation modeling suggested that experiencing good-quality relationships with parents and teachers and positive self-concept during preschool were only indirectly associated with children's kindergarten classroom engagement through their negative associations with hyperactivity/inattention; only hyperactivity/inattention had a significant direct (small-moderate and negative) association with children's engagement. Practice or Policy: Interventions that improve adult–child relationships may reduce childhood hyperactivity/inattention during preschool and potentially improve children's engagement, helping them start school ready and eager to learn. 相似文献
5.
Research Findings: The purpose of the present study was to examine the relations among teacher–child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool teachers evaluated the quality of the teacher–child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher–child relationship quality and peer likability through children's social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children's social behaviors and that social competence is uniquely related to peer likability. 相似文献
6.
Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens
Teacher–child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student–Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of teacher–child relationships. The purpose of this study was to examine the adapted STRS in the German early childhood education settings and to investigate it's associations with children's pro-social and problematic behaviour. Seventy-eight preschool teachers rated the quality of their relationships with 153 children aged 2–7 years and their pro-social and problematic behaviour. An explorative factor analysis revealed three consistent factors: closeness, conflict and dependency. The former inconsistent dependency scale showed good internal consistency. The item constellation was the same as of the adapted STRS. As expected preschool teachers rated girls closer compared to boys. Closeness was positive associated with pro-social behaviour and conflict and dependency was positive correlated with externalising behaviour. The results of this study support the reliability and validity of the adapted STRS in the German kindergarten context. 相似文献
7.
This study explored differences in caregiver–child interactions following children's information‐seeking questions. Naturalistic speech from thirty‐seven 4‐year‐olds and their caregivers was used to explore children's information‐seeking questions, the caregiver's response, and children's subsequent follow‐up. Half of the families were low‐socioeconomic status (SES) and the other half were mid‐SES. Although children across socioeconomic groups asked a similar proportion of questions, mid‐SES caregivers offered significantly more explanatory responses to causal questions as well as more noncircular explanations than low‐SES caregivers. No differences were found in children's follow‐up to responses given to fact‐based questions; however, after hearing unsatisfactory responses to causal questions, mid‐SES children were significantly more likely to provide their own explanation. Such variability in caregiver–child interaction may have implications for subsequent learning. 相似文献
8.
Deborah J. Ranz-Smith 《Early education and development》2013,24(2):271-303
Current educational policy emphasizes "school readiness" of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten (Rouse, Brooks-Gunn, &; McLanahan, 2005). The teacher–child relationship is viewed as a critical mechanism for the effectiveness of interventions (Girolametto, Weitzman, &; Greenberg, 2003; National Institute of Child Health and Human Development Early Child Care Research Network, 2003). The purpose of this study was to determine how children's temperament and language skills predict teacher–child relationship quality. The sample consisted of 99 at-risk preschool students. Three findings emerged: (a) bolder children with lower language complexity were more likely to have higher levels of conflict in their relationships with teachers, (b) shyer children with greater language complexity were more likely to have dependent relationships with their teachers, and (c) teacher effects accounted for more of the variance in conflictual and dependent teacher-child relationships compared to children's behavioral inhibition and language complexity. This study shows that teacher-child relationships are multirelational. Individual differences in temperament and language skills affect teacher-child interactions, and ultimately, contribute to the effectiveness of classroom interventions. Such information helps to unpack the complexities of classroom quality by increasing awareness among practitioners of factors contributing to positive teacher–child relationships. 相似文献
9.
Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors 
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下载免费PDF全文 Amanda P. Williford Jennifer LoCasale‐Crouch Jessica Vick Whittaker Jamie DeCoster Karyn A. Hartz Lauren M. Carter Catherine Sanger Wolcott Bridget E. Hatfield 《Child development》2017,88(5):1544-1553
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
10.
Kathleen Moritz Rudasill Sara E. Rimm-Kaufman 《Early childhood research quarterly》2009,24(2):107-120
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
11.
Ximena A. Portilla Parissa J. Ballard Nancy E. Adler W. Thomas Boyce Jelena Obradović 《Child development》2014,85(5):1915-1931
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
12.
Although mother–child attachment has been shown to predict cognitive performance, there has been a lack of attention to the mediating mechanisms that explain these associations. In the present study, we investigated relations of early mother–child attachment and cognitive performance in middle childhood (the latter in terms of both academic performance and IQ), and potential mediating mechanisms. Mother–child attachment was assessed at 15, 24, and 36-months, and child grades and IQ were assessed at grades 3 and 4. Attachment patterns at 15 months and avoidant attachment at 36-months were not related to school performance or IQ in middle childhood. Children more securely attached at 24 or 36-months had better school performance and higher IQs in middle childhood, and parental quality of assistance, encouragement of academics, children's social relationships, and children's regulatory characteristics significantly mediated these relationships. Both insecure-ambivalent attachment and disorganized attachment predicted later cognitive performance, and these associations were primarily mediated by the quality of parental assistance and child cooperation. This study advances our understanding of how and why early mother–child attachment is related to children's cognitive performance during middle childhood. 相似文献
13.
Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes 下载免费PDF全文
下载免费PDF全文 The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes. 相似文献
14.
Kathleen Cranley Gallagher Kirsten Kainz Lynne Vernon-Feagans Kelley Mayer White 《Early childhood research quarterly》2013
An increasing body of literature documents associations between student–teacher relationships, children's academic success, and children's social competence in school. Less is known about characteristics and processes involved in the quality of relationships between students and teachers, and little research has examined these issues with populations of young students and teachers living in rural communities. The current study examined the relationships between rural kindergarten and first-grade students and their teachers in spring of the school year, predicted by child demographic factors, child process factors, and teacher characteristics. Using a multi-level model to account for clustering of children in classrooms, children's behavior and literacy skills were examined as contributors to the teachers’ perceptions of the developing teacher–student relationship, focusing on their potential to mediate associations between more distal characteristics and teacher–student relationships. Controlling for relationship conflict in fall, boys and African American students were more likely to have relationships with teachers that were higher in conflict in spring. When behavior and literacy skills measures were added to the model, children's behavior mediated the effect of gender, such that behavior problems accounted for much of the variance in student–teacher conflict associated with gender. However, neither behavior problems nor literacy skills mediated the effects of minority status on conflict; African American students had poorer relationships with teachers regardless of behavior or literacy skills. 相似文献
15.
Simone A. de Roos 《Religious education (Chicago, Ill.)》2013,108(1):84-103
This contribution offers an overview of two studies testing two attachment theoretical correspondence hypotheses in the prediction of individual differences in young children's God concepts. The correspondence hypothesis supposes that people's view on God parallels their images of their early caregiver–child relationship. The revised correspondence hypothesis incorporates caregiver religiosity and socialization. In the first study support was found for the correspondence hypothesis in the school context examining 72 preschoolers. In the second study the revised correspondence hypothesis was partly confirmed among 198 kindergarteners. Children cognitively learn about a powerful and comforting, helping God in their homes and schools, even when all relationships with their caregivers are experienced as negative. However, in such a surrounding they do not emotionally learn about an intimate, personal bond with God. 相似文献
16.
《Early education and development》2013,24(2):181-191
This study investigated deaf children's "security of attachment" relationships with their hearing parents and the relationship of parental attitudes toward deafness. Subjects included 30 deaf children and their hearing parents. The children ranged in age from 20 to 60 months. Instruments used included the Attachment Q-Set, the Attitudes to Deafness Scale, and parental interviews. As a group there were no differences between security of attachment scores of deaf children toward either of their parents; however, there were marked differences within individual dyads of mother–child/father–child relationships. In addition, negative correlations were found between parents' attitudes towards deafness scores and their deaf children's security of attachment scores. Implications for the field include the importance of inclusion of fathers in attachment studies and fathers' active participation in early intervention programs. The relationship between parental attitudes toward their children's disability (deafness) and attachment relationship provides further evidence for the critical role of early intervention in the development of children with special needs. 相似文献
17.
Low‐Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality 下载免费PDF全文
下载免费PDF全文 This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low‐income, racially/ethnically diverse 4‐year‐old children in 49 preschool classrooms in one medium‐sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self‐regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self‐regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found. 相似文献
18.
The present study evaluated 64 children and their primary caregivers who were living in poverty. The children were administered a stress measure, a social support measure, and a measure of self‐esteem. Caregivers completed a stress measure, a measure of child adjustment, and a demographic questionnaire. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self‐esteem. According to the mediating model, enhancing children's social support may positively influence their self‐esteem. Greater levels of self‐esteem can affect many aspects of children's lives, such as improving school performance and efforts toward achieving goals. Because of the important role that social support can play on children's self‐esteem, social support should be actively promoted through school and community groups and organizations, especially with children from disadvantaged economic situations. © 2001 John Wiley & Sons, Inc. 相似文献
19.
Elly Singer 《International Journal of Early Years Education》1996,4(2):28-40
The twentieth century has known many splendid examples of professional care and education for young children. But in spite of that, research shows that the practice often does not coincide with our ideals. In this paper basic concepts and their historical roots, that form the foundations of professional care and education of young children are analysed: could these concepts possibly impede contact between teachers/caregivers and children? The concepts of ‘natural development’, ‘develop‐mentally appropriate curriculum’ and ‘child centredness’ are criticised. The drawbacks of a separate children's world (child care centres) are explored. Based on Vygotsky's sociocultural approach the author pleads for scaffolding by giving learning through social looking and participation in adult‐activities a place in child care centres. Besides that, teachers have to value peer‐relationships and to acknowledge that young children do not only play but also want to work and learn together. 相似文献
20.
Annie Bernier Célia Matte‐Gagné Marie‐Ève Bélanger Natasha Whipple 《Child development》2014,85(5):1852-1865
This report aimed to investigate the capacity of maternal behaviors tailored to children's attachment and exploration systems to jointly explain the well‐known mother–child transmission of attachment. Four home visits were conducted between ages 7 months and 2 years with 130 mother–child dyads to assess maternal attachment state of mind, sensitivity, autonomy support, and mother–child attachment security. Results showed that together, maternal sensitivity and autonomy support fully accounted for the relation between maternal and child attachment, that they each accounted for a unique portion of this relation, and that the magnitude of these mediated pathways was equivalent. These results suggest that the attachment transmission gap can be narrowed by the use of a theory‐driven multidimensional approach to maternal behavior. 相似文献