Teacher-child Relationships Research Articles

Heterogeneous Treatment Effects in the Incredible Years Teacher Classroom Management Programme - A Latent Profile Approach.

Heterogeneous effects from interventions often remain hidden in between-group analyses, risking overgeneralized conclusions of treatment effects. In this exploratory study, we performed latent profile analysis to unveil differential treatment effects among children in The Incredible Years Teacher Classroom Management Programme (IY TCMP). This program has previously been shown to reduce behavioral problems in preschools and schools in total samples and subgroups. A total of 726 children (48.7% girls; Mage = 4.21 years; SDage = 0.86) from 92 childcare centers in Norway participated in either the intervention (n = 338) or the matched control condition (n = 388). First, by conducting latent profile analysis on baseline levels of child-teacher relationship (closeness, conflict), behavioral problems, and social competence, three distinct profiles were identified: High Risk (26.4%), Moderate Risk (42.8%), and Low Risk (30.7%) - each profile with unique characteristics. Second, we tested for within-profile, condition-by-time interactions following the intervention, showing distinct treatment responses for each profile. High-risk profiles profited most from the IY TCMP, with a substantial decrease in externalizing problems, more teacher closeness, and less teacher conflict. Moderate-risk profiles also gained better teacher-child relationships and improved social competence. The Low-Risk profiles showed no effects from the intervention. It is argued that latent profile analysis presents a feasible approach for examining within-sample heterogeneity in intervention research. It also reveals crucial information on treatment variability, as demonstrated in the Incredible Years Programme.

“We tend to underestimate the children!” – a qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition

ABSTRACT Upon preschool enrollment, the child-teacher relationship becomes important for the child’s continued development. We suggest that parents may be essential in supporting the establishment of such relationships from the first weeks of the child’s preschool enrollment, the so-called “introduction process”. Recent data indicates that Nordic preschools organize this aspect of preschool introduction differently, but no empirically informed knowledge-base exists on how to best support positive family-teacher interactions. To enrich this sparse topic, we conducted focus groups with Swedish preschool professionals (N = 31) to qualitatively acquire experiences and reflections on child-adult interactions during preschool introduction. Thematic analysis revealed two themes, centering around emotional security and the need to introduce the child and the parent(s). While emphasizing the importance of the parent’s presence near the child during the introduction process, dilemmas and conflicting ideas about how to arrange child-adult interactions were revealed, with potential implications for the child’s transition and the child-teacher relationship-building.

Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children.

According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency). We investigated the moderating roles of teacher-child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first-generation immigrant and refugee and non-immigrant children. We recruited n = 278 fourth grade children (Mage = 10.47, SDage = .55, 53.24% female; 37% first-generation immigrant and refugee children). Questionnaires assessed children's reported teacher-child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses. Teacher-child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness. Teacher-child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.

Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach

Numerous studies have highlighted the crucial role of teacher-child relationships in children's self-regulation and social-emotional skills. However, whether teacher-child relationship profiles are linked to self-regulation and social-emotional skills remains unclear. The present study employed multilevel latent profile analysis (MLPA) to explore the teacher-child relationship profiles and their associations with self-regulation and social-emotional skills at both the child and class levels. Utilizing data from 584 children nested in 42 preschool classes, single-level LPA unveiled three teacher-child relationship profiles associated with different self-regulation and social-emotional skills. Notably, closeness and conflict emerged as significant factors in profile assignments. Children with low closeness and high conflict tended to experience challenges in self-regulation and social-emotional skills, whereas those with moderate to high closeness reported better outcomes. Furthermore, MLPA identified three class profiles based on the prevalence of children's profiles and their relationships with different class-mean self-regulation and social-emotional skills. Children's age, gender, and teachers' teaching experience were identified as factors related to child- and class-level profiles. These findings emphasize the interplay between teacher-child relationship profiles and classroom dynamics in relation to children's self-regulation and social-emotional skills within a Chinese cultural context.

The Effect of Ecological Environment on Language-Minority Students’ Math and Reading Development: A Hierarchical Linear Analysis of a Longitudinal Study

ABSTRACT Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students’ (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent expectation, and teacher-child relationship on reading and math outcomes. In third and fifth grade, all significant predictors of reading outcome are at the family level: parent-child reading time and parent’s expectations. Additionally, parent-child reading time also significantly predicts LMSs’ reading in kindergarten. Meanwhile, predictors for math outcomes have a different pattern in the mid to late elementary periods. All predictors during this period are at the family level: parent-child reading time, parent showing love to children, and parent’s expectations. Lastly, the only significant predictor for eighth grade math is teacher-child closeness. Practice or Policy: The significant findings at different grade levels suggest a multifaceted approach to policy development, including (a) supporting parent engagement, (b) high-quality preschool, and (c) multicultural teacher education and professional development.

성장혼합모형을 적용한 교사-아동 갈등관계 변화 유형화, 영향요인 및 학교적응 차이 검증

Objectives This study aimed to typify the longitudinal changes in teacher-child conflict relationships among elementary school students and to verify the impact of children's personal and parental factors on the classification of latent profiles in the trajectories of changes in teacher-child conflict relationships. Additionally, the study examined differences in school adaptation across types of teacher-child conflict relationships. Methods Utilizing data from the 9th to 13th waves (2nd to 6th grade in elementary school) of the Panel Study on Korean Children(PSKC), the study estimated a change function suitable for the changes in teacher-child conflict relationships and applied it to classify latent classes. A growth mixture model was used to identify the significance of related child, parental factors, and school adaptation. Results First, it was found that a first-order function model was suitable for the longitudinal changes in teacher-child conflict relationships, and three latent profiles (‘Decreasing’, ‘Maintaining’, ‘Increasing’) were identified based on this model. Upon verifying the influencing factors, compared to the ‘Maintaining’ group set as the reference group, externalized difficulties were significant in the ‘Increasing’ group, while parental interest in school life and externalized difficulties had a significant impact in the ‘Decreasing’ group. Furthermore, when the ‘Decreasing’ group was set as the reference group, externalized difficulties emerged as a significant influencing factor in comparison with the ‘Increasing’ group. In addition, there were overall differences in school adaptation among the three classified groups, with the ‘Maintaining’ group showing a higher level of school adaptation than the ‘Decreasing’ group. Conclusions Based on these results, the study discussed possible measures for improving the conflict relationships between teachers and children.

Kindergarten Teachers’ Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?

ABSTRACT Teaching is an emotionally demanding profession, and teachers’ ability to manage their emotions appears to be linked to their occupational well-being. Kindergarten teachers experience intense and frequent emotional interactions in their daily work; however, studies on kindergarten teachers’ emotional labor are still rare. Because social relationships are essential for understanding emotional labor, the current study explored how three types of social relationships influenced teachers’ emotional labor strategies and their occupational well-being. Research Findings: Through an investigation of 1,342 kindergarten teachers in China, the results showed that teacher-child relationship, trust in colleagues and trust in parents had different impacts on teachers’ emotional labor and dimensions of occupational well-being (job satisfaction and emotional exhaustion). Surface acting and the natural expression of felt emotions had opposite influences on teachers’ occupational well-being, and they both played mediating roles between social relationships and occupational well-being factors. Practice or Policy: The study highlighted the importance of teachers’ different interpersonal relationships, surface acting and the expression of naturally felt emotion in kindergarten contexts.

Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru

Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru

Practice matters: how practicum experiences change student beliefs

ABSTRACT Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and hypothetical practices with young children; end-of-semester scores were analyzed using linear regression. Having had a practicum course is associated with more positive dispositions for supporting the development of teacher–child relationships, building partnerships with diverse families, guiding children’s behavior, and fostering development and learning. Further, we examined development of dispositions over the course of a semester based on undergraduates’ current and past practicum experiences. Implications for programs who prepare infant and toddler practitioners are discussed.

Factors Classifying School Adjustment of Children With and Without Special Needs in Inclusive Preschools

Abstract This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children’s classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children’s social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors.

Relationships between teacher–child relationships, resilience, and emotional competence: an empirical study of left-behind children in regional China

ABSTRACT This study aims to examine the relationships between teacher-child relationships, resilience, and emotional competence with an initial sample of 881 (filtered to 739) Chinese young children in a rural region in Guangdong Province, China. They were measured by using Student-Teacher Relationship Scale (STRS), Children’s emotional competence scale (CECS), and Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2). The results indicated that: (1) teacher–child relationships positively predict resilience and emotional competence in children, including left-behind children; (2) emotional competence positively predict resilience in children, including left-behind children; (3) no different patterns found between left-behind children and other children on their psychological traits in the study. This study would enhance both parents and early childhood teachers’ understandings of the key factors that affect children’s wellbeing and social development, and thus implement appropriate strategies for supporting left-behind children.

Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey.

A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the efficacy of a teacher training and coaching intervention for promoting children's social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers' behaviors, teacher-child relationship quality, and children's social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4-6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers' positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers' negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers' behaviors, teacher-child relationship quality, and children's social, emotional, and behavioral competence, especially in LMICs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Prevalence of Infectious Diseases in Children at Preschool Education Institutions and Stakeholder Opinions.

Preschool education institutions, where children have close contact and social interactions, can serve as potential environments for the transmission of infectious diseases. This issue poses a significant health concern, impacting both individual and public well-being. Thus, the present research set out to determine the prevalence of infectious diseases in preschool children and the views of parents and teachers on the prevention of infectious diseases. The study employed a mixed-method approach and involved 397 parents and 46 preschool teachers. The study was survey-based via in-person interviews. The results revealed that after they started school (almost in 5 months), children with a mean age of 4.7 ± 0.5 years experienced illness approximately 3.5 ± 2.0 times, of whom 91.5% used antibiotics. The prevalence of infectious diseases was found to be associated with the child's being born at term, maternal education level, and the public/private status of preschool institutions. The presence of a sick child in the classroom elicits negative emotions from both teachers and parents. They recommend that studies on education, safety, hygiene, school health, health screenings, regulation of the learning environment, legal regulations, and school exclusion policies be carried out to prevent infectious diseases. When children with infectious diseases come to school, nearly half of the teachers admit them to the classroom due to various reasons and pressures. Parents request teachers to monitor medication, control sweating, and use a nebulizer for their sick children. Some of the teachers meet these requests, but they claim that the educational process is negatively affected. At preschool education institutions, the risk factors of infectious diseases have a complex structure and can be influenced by variables related to teachers, children, parents and the institution itself. Infectious diseases not only pose a threat to health but also impact teachers' and parents' emotions, teacher-child relationships, and the overall atmosphere within schools and classrooms.

The effect of painting-based art therapy on teacher-child relationship, aggression and social interactions of children with autism spectrum disorder

The purpose of this applied research was to determine the effectiveness of painting-based art therapy on the teacher-child relationship, aggression and social interactions of children with mild autism spectrum disorder. The current research was conducted using a semi-experimental method of pre-test-post-test type with a control group. The statistical population of the research included all the children with autism disorder of the second April Autism Center in Tehran, 30 of whom were selected by the available sampling method and were randomly assigned to two experimental and control groups. To collect information, Nielson's Aggression Questionnaire (2000), Pianta's Teacher-Child Interaction Questionnaire (1992), and the Autism Scale Questionnaire in the Social Interactions Subscale (1993) were used, and Martin's art therapy educational package (2009) was used for therapeutic intervention. became Collected data was analyzed using SPSS-27 software and analysis of variance test. The findings showed that art therapy based on painting has a significant effect on the teacher-child relationship, aggression and social interactions of children with autism spectrum disorder (p<0.5). The child-teacher has reduced children's aggression.

Gendered pathways to socioemotional competencies in very young children

Parent–child and teacher–child relationship closeness have been shown to be crucial for children’s development of socioemotional competencies from preschool to school-age stages. However, less is known about the importance of developing close relationships with young infants and toddlers attending childcare group settings for their early socioemotional development. The current study aimed to address this gap and to explore how child gender may influence the associations. Participants included 378 Hong Kong Chinese children (196 girls; Mage = 22.05 months, SD = 9.81 months) enrolled in childcare centres, along with their parents and teachers. Parents reported on children’s socioemotional competencies as well as their relationship closeness with children; teachers reported on their relationship closeness with children. Multiple group structural equation modelling was used to analyse the results. The findings showed that both parent–child and teacher–child closeness were positively associated with children’s social competence, while teacher–child closeness was negatively associated with children’s anxiety behaviour. Parents of girls reported greater parent–child closeness, higher levels of social competence, and higher levels of anxiety behaviours compared to parents of boys. Furthermore, teacher–child closeness was significantly associated with social competence exclusively among girls, while parent–child closeness was significantly associated with anxiety behaviours solely among boys. Findings are discussed in terms of the role of child gender in influencing the associations between parent–child closeness, teacher–child closeness, and children’s socioemotional competencies in the earliest years.

Examining the Influence of Teacher-Child Relationships on Early childhood Literacy Development

Examining the Influence of Teacher-Child Relationships on Early childhood Literacy Development

Effect of Banking Time Intervention on Child-Teacher Relationships and Problem Behaviors in China: A Multiple Baseline Design.

A positive child-teacher relationship is a crucial means of addressing problem behaviors in young children. In recent years, there has been an increase in factors triggering problem behaviors in young children. It is particularly important to employ universally applicable and scientifically effective strategies to improve child behavior. Banking Time, as an emerging variant of play therapy, aims to enhance child behavior by establishing an intimate child-teacher relationship. This study conducted a multiple-baseline experiment involving eight four-year-old children and their teachers from China, exploring the effectiveness of Banking Time in enhancing child-teacher relationships and subsequently improving child behavior from dual perspectives, utilizing tools such as the Student-Teacher Relationship Scale and Conners' Comprehensive Behavior Rating Scales-Teacher Assessment Report. Visual analysis and statistical analysis results indicate a strong positive impact of Banking Time on child-teacher relationships and a slight inhibitory effect on child problem behaviors. The implementation of Banking Time provides valuable insights into specific paths and strategies for promoting teachers' professional development.

Adopting global perspectives in school psychology.

This introduction to the special issue on global perspectives frames the collection of articles around recent calls for expanding the focus of research in psychology in general, and school psychology specifically, beyond Western, educated, industrialized, rich, and democratic countries and cross-cultural comparisons with non-Western, educated, industrialized, rich, and democratic Confucian East Asian countries (cf. individualistic vs. collectivist societies; see Krys et al., 2024), while neglecting populations in Latin American, Eastern Europe, Africa, Middle East, South Asia, and Oceania. The articles in this issue represent research from China, Germany, Italy, Latvia, Malaysia, Ukraine, Vietnam, and the United States and address topics as diverse as teacher consultation, implementation science, adapting evidence-based interventions, parent-teacher and teacher-child relationships, bullying, behavior management, school climate and equity, resilience during war, newcomer immigrants, refugee status in transit countries, and social media use. Research methods represented in this issue include correlational, case study, comparative (cross-country), mixed methods, and participatory approaches. We hope that the articles in this internationally focused collection heighten school psychologists' knowledge of and interest in a world where science and practice expand beyond borders, and that the global-intercultural perspective represented herein can facilitate collaboration across cultures and contexts as we advocate for the rights and well-being of each child. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Kindergarten children’s academic engagement: A dual-pathway model including social information processing, social behavior in class, and teacher–child relationship quality

Education researchers and practitioners have been exploring for years the key factors impacting children’s academic engagement. Still, relatively little is known about the role of children’s social cognition in their academic engagement. Accordingly, the current study focuses on the potential indirect associations between young children’s social information processing patterns (SIP) and their academic engagement through their social behaviors in class, specifically their prosocial and problem behaviors, and following by the quality of their relationship with their main kindergarten teacher. The study examines these indirect effects in one dual-pathway model which includes both a pathway from children’s competent SIP patterns to higher levels of academic engagement and from children’s aggressive SIP patterns to lower levels of academic engagement. The sample included 300 kindergarten children (151 girls; Mage = 68.76 months). Results showed that competent SIP patterns were positively linked to children’s academic engagement, which encompasses both their academic self-perceptions and their attitudes toward learning, via children’s prosocial behaviors in class and subsequently teacher–child relational closeness. In addition, aggressive SIP patterns were negatively linked to the kindergarteners’ attitudes toward learning via the children’s problem behaviors in class and subsequently teacher–child relational conflict. Results have implications for both research and practice in the understanding of the influence of social cognition, behavior, and social relationships on academic engagement for young learners.

The effects of child-teacher relationship and environmental supportiveness on preschool boys’ and girls’ playfulness

The effects of child-teacher relationship and environmental supportiveness on preschool boys’ and girls’ playfulness