Longitudinal associations between teacher-child interactions and academic skills in elementary school☆
Sign Up to like & getrecommendations! Published in 2017 at "Journal of Applied Developmental Psychology"
DOI: 10.1016/j.appdev.2017.08.002
Abstract: Abstract This study examined the extent to which the quality of teacher–child interactions assessed in kindergarten (6-year-olds) is associated with children's reading and math development across the elementary school years. The sample consisted of 515… read more here.
Keywords: elementary school; academic skills; quality teacher; child interactions ... See more keywords
The associations between teacher-child relationships and academic skills: A longitudinal study among Chinese preschool children
Sign Up to like & getrecommendations! Published in 2021 at "Contemporary Educational Psychology"
DOI: 10.1016/j.cedpsych.2021.102020
Abstract: Abstract The current study followed a sample of 656 Chinese preschool children to examine reciprocal associations between teacher-child relationships and children’s academic skills by testing three cross-lagged models: the relationship-driven model, the child-driven model, and… read more here.
Keywords: child relationships; academic skills; relationships children; chinese preschool ... See more keywords
Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships
Sign Up to like & getrecommendations! Published in 2020 at "Children and Youth Services Review"
DOI: 10.1016/j.childyouth.2020.105240
Abstract: Abstract Aiming to examine the direction of associations between Chinese preschool children’s approaches to learning and teacher-child relationships, the current study tested three cross-lagged models: a relationship-driven model, a child-driven model, and a reciprocal model.… read more here.
Keywords: children approaches; child relationships; approaches learning; chinese preschool ... See more keywords
Teacher-child relationships, self-concept, resilience, and social withdrawal among Chinese left-behind children: A moderated mediation model
Sign Up to like & getrecommendations! Published in 2021 at "Children and Youth Services Review"
DOI: 10.1016/j.childyouth.2021.106182
Abstract: Abstract This study aims to examine the mediating and moderating roles of self-concept and resilience in the relationship between teacher-child relationships and social withdrawal with a sample of 380 Chinese left-behind children in a rural… read more here.
Keywords: social withdrawal; teacher child; child relationships; left behind ... See more keywords
Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school
Sign Up to like & getrecommendations! Published in 2019 at "Early Childhood Research Quarterly"
DOI: 10.1016/j.ecresq.2018.09.005
Abstract: Abstract Teacher–child relationships (TCRs) have been found to play important roles in children’s classroom experiences and learning during the elementary school years. Given the importance of TCRs, the present study examined the associations between conflictual… read more here.
Keywords: teacher child; literacy achievement; literacy; children literacy ... See more keywords
The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis
Sign Up to like & getrecommendations! Published in 2020 at "Educational Research Review"
DOI: 10.1016/j.edurev.2019.100309
Abstract: Abstract High-quality interactions between young children and teachers in early childhood education and care (ECEC) are the cornerstone of educational quality. International findings suggest that the quality of interactions that support emotions and classroom organization… read more here.
Keywords: quality; teacher child; professional development; child interactions ... See more keywords
The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool.
Sign Up to like & getrecommendations! Published in 2022 at "Journal of school psychology"
DOI: 10.1016/j.jsp.2021.10.003
Abstract: In preschool, Black children are overrepresented in percentages of children suspended or expelled. Teachers' perceptions of and responses to children displaying disruptive behavior may be different depending on the race of the teacher and child.… read more here.
Keywords: child race; preschool; discipline; disruptive behavior ... See more keywords
Teachers as co-regulators of children's emotions: A descriptive study of teacher-child emotion dialogues in special education.
Sign Up to like & getrecommendations! Published in 2021 at "Research in developmental disabilities"
DOI: 10.1016/j.ridd.2021.103894
Abstract: BACKGROUND The study examined how teachers and children with emotional and behavioral disturbances engage in dialogues about children's emotional experiences. Dialogues about emotions are an important strategy for teachers to co-regulate children's emotions but have… read more here.
Keywords: special education; child; study; teacher child ... See more keywords
Mealtimes in Head Start pre-k classrooms: examining language-promoting opportunities in a hybrid space
Sign Up to like & getrecommendations! Published in 2019 at "Journal of Child Language"
DOI: 10.1017/s0305000919000199
Abstract: Abstract In this study we sought to identify profiles of talk during Head Start preschool mealtime conversations involving teachers and students. Videos of 44 Head Start classrooms’ lunch interactions were analyzed for the ratio of… read more here.
Keywords: teacher child; talk; head start; mealtimes head ... See more keywords
Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens
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DOI: 10.1080/03004279.2016.1140802
Abstract: ABSTRACT 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… read more here.
Keywords: social behaviour; pro social; quality teacher; relationship ... See more keywords
Gender as a moderator of the association between teacher–child relationship and social skills in preschool
Sign Up to like & getrecommendations! Published in 2018 at "Early Child Development and Care"
DOI: 10.1080/03004430.2016.1278371
Abstract: ABSTRACT The purpose of this study was to examine whether gender would moderate the association between teacher–child relationship and children’s social skills in a sample of preschool children. Classroom teachers (N = 32) rated the quality of… read more here.
Keywords: gender; association teacher; social skills; child relationship ... See more keywords