Relationships between Teachers and Preschoolers Who Are at Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender

Autor/inn/en	Justice, Laura M.; Cottone, Elizabeth A.; Mashburn, Andrew; Rimm-Kaufman, Sara E.
Titel	Relationships between Teachers and Preschoolers Who Are at Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender
Quelle	In: Early Education and Development, 19 (2008) 4, S.600-621 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Shyness; Comprehension; Conflict; Preschool Children; Language Skills; Teacher Student Relationship; Psychological Patterns; High Risk Students; Developmental Delays; Personality Traits; Gender Differences; Predictor Variables; Expressive Language; Correlation; Student Characteristics; Attachment Behavior; Peabody Picture Vocabulary Test; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Schüchternheit; Verstehen; Verständnis; Konflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemschüler; Entwicklungsverzögerung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Geschlechterkonflikt; Prädiktor; Korrelation; Attachment; Bindungsverhalten
Abstract	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. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10