Teacher-Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-Perceived Conflict and Closeness

Autor/inn/en	Jerome, Elisabeth M.; Hamre, Bridget K.; Pianta, Robert C.
Titel	Teacher-Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-Perceived Conflict and Closeness
Quelle	In: Social Development, 18 (2009) 4, S.915-945 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2008.00508.x
Schlagwörter	Conflict; Academic Achievement; Children; White Students; Teacher Student Relationship; Trend Analysis; Student Characteristics; Prediction; Child Care; Males; African American Students; Behavior Problems; Mothers; Parent Child Relationship; Risk; Family Environment; Gender Differences; Teacher Attitudes; Evaluation Methods; Kindergarten; Elementary School Students + Suchen Sie Ihr Suchwort? Konflikt; Schulleistung; Child; Kind; Kinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Trendanalyse; Vorhersage; Kinderfürsorge; Kinderbetreuung; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Risiko; Familienmilieu; Geschlechterkonflikt; Lehrerverhalten
Abstract	This article examined general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examined early childhood characteristics that predict differences in initial levels and growth of conflict and closeness over time. Results indicated modest stability of teacher-perceived conflict and closeness through sixth grade, with relatively greater stability in perceptions of conflict. Levels of conflict at kindergarten were higher for children who were male, Black, had greater mean hours of childcare, had lower academic achievement scores, and had greater externalizing behavior. Children identified as Black and those with less sensitive mothers were at greater risk for increased conflict with teachers over time. Levels of teacher-reported closeness were lower when children were male, had lower quality home environments, and had lower academic achievement scores. The gap in closeness ratings between males and females increased in the middle elementary school years. Additional analyses were conduced to explore differences in teacher ratings of conflict between Black and White students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10