Building Strong Teacher-Child Relationships in Today's Kindergarten Classroom: Focusing on Opportunities versus Obstacles

Autor/in	White, Kelley M.
Titel	Building Strong Teacher-Child Relationships in Today's Kindergarten Classroom: Focusing on Opportunities versus Obstacles
Quelle	In: Journal of Early Childhood Research, 18 (2020) 3, S.275-286 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Kelley M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X20938092
Schlagwörter	Teacher Student Relationship; Kindergarten; Preschool Teachers; Preschool Children; Interaction; Social Development; Emotional Development; Urban Schools; Public Schools; Intention; Play; Curriculum Development; Time Management; Child Role; Classroom Environment + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interaktion; Soziale Entwicklung; Gefühlsbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Spiel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Zeitmanagement; Klassenklima; Unterrichtsklima
Abstract	Research documents that young children in high-quality teacher-child relationships experience better school adjustment and are more engaged in learning. Yet, many American kindergarten (age 5) teachers report spending less time on relationship building and children's social and emotional development given pressure to have students reading and writing fluently by the end of the school year. In an attempt to better understand the dilemma facing today's American kindergarten teachers, the principal investigator chose to re-enter the field while on sabbatical from her position as professor at a 4-year university. Through the use of qualitative methods and participant observation, she collected data in a variety of ways. Results revealed attempts to intentionally plan for relationship building and integrate relationship building into the academic curriculum. The teacher also built relationships with students by capitalizing on small moments and following the lead of the children. The study has a variety of implications for practitioners and for future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01