Abstract
The purpose of this research is to find out the connection between mother and teacher relationships and externalizing and internalizing behavioral problems of 48'60-month-old children. In this regard, a correlational study was conducted with teachers (n=59) and mothers (n=252) of 48'60-month-old pre-school children in a metropolitan city in Turkey. Data collected through Preschool and Kindergarten Behavior Scale (PKBS), Student' Teacher Relationship Scale (STRS), and Child'Parent Relationship Scale (CPRS). Study results showed that children's internalizing and externalizing behavioral problems have direct connection with their relationships with their mothers and teachers. When children's conflicts with their teachers and mothers increase, their intimacy decrease with them. It was also found that as the children's conflicts with their mothers increase, conflicts with their teachers also increase. According to findings of the study; there is a need to provide in service and pre-service trainings for teachers and pre-service teachers about the importance of quality relation with children, methods, problem solving skills and especially right approaches to problematic children. Also, as one of the pre-conditions of positive teacher-child relationship is a positive teacher-family relationship, both parents' and teachers' awareness should be raised about family involvement.
Highlights
Every human is a social being, and for this reason, lives in a complex relationship network from birth to the end of life
The mother–child relationship creates the foundation of other social relations
The quality of the mother–child relationship forms a relational prototype for all future periods in life
Summary
Every human is a social being, and for this reason, lives in a complex relationship network from birth to the end of life. The mother–child relationship creates the foundation of other social relations. The quality of the mother–child relationship forms a relational prototype for all future periods in life. The first members of a child’s relationship network are his or her mother and father; and later, as the child starts preschool education, his or her teachers. Researchers have suggested that the relationship between teacher and child is the child’s second bonding relationship (Raikes & Edwards,2009). Booth, Kelly, Spieker and Zuckerman (2003) indicated the existence of a strong relationship between children’s secure bonds with their mothers and secure bonds with their teachers. A secure bond between a teacher and a child provides a balance for an insecure mother–child relationship (O’Connor & McCartney, 2007)
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