Teacher-child Relationships Research Articles

Child-Teacher Relationship and Harmonious Interaction

Interaction in everyday life is a need that needs to be fulfilled by humans so that good interaction can have a good impact and a sense of comfort and security in establishing social life. while according to (Chaplin, 2011). Interaction is a social relationship between individuals in such a way that the individuals concerned influence each other. Where in reality that the relationship between interactions that occur between teachers and students can produce good or bad impacts on the effectiveness of children's learning. As is happening in Indonesian society today, there are many things that are related to the lack of harmonious relationships between teachers and students that cause inhibition in the teaching process in the school environment. Therefore, discussions were held between students about how to establish a harmonious relationship between teachers and students so as to have a positive impact.

Teacher Behavior and Classroom Organization that Fosters Confidence in Children's Relations with Teachers

The purpose of this study was to find out how teacher behavior and class organization foster trust in the relationship between children and teachers. This study used qualitative research methods. The research instruments used were observation, interviews, documentation and literacy studies. The results showed that teacher behavior and classroom organization can foster trust in the child-teacher relationship by ensuring continuity of intervention, being consistent and persistent in following up, recognizing teacher observations and insights as valuable, supporting teachers in finding solutions rather than offering instructions, and providing support. emotional and social to change behavior.

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy.

The teacher-child relationship plays an important role in children's future development. However, the existing research mainly focuses on the influence of preschool teachers' external conditions on the teacher-student relationship, while the research on the influence of teachers' internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173, p = 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118, p = 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112, p = 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044, p = 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers' own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.

An Evaluation of Preschool Children's Emotion Regulation Skills and Teacher-Child Relationship

Okul öncesi dönemde çocuklar okul yaşamıyla birlikte yeni bir çevreye girerler ve bu çevre ile etkileşim sonucu duygusal olarak farklı deneyimler elde etmeye başlarlar. Bu duygular çocuğun içinde bulunduğu duruma yönelik olumlu ve olumsuz olarak değişebilmektedir. Çocuğun duygularının farkında olup, yaşadığı olaya ilişkin duygularını ifade etmesi desteklendiğinde çocuğun duygusal gelişiminde ve öğretmeni ile olan ilişkisinde etkili bir ilerleme sağlanabilecektir. Duygu düzenleme süreci çocuk ve çevresel değişkenlerin içinde yer aldığı bir süreçtir ve çocuğun yakın çevresindeki kişilerin karakterleri ve davranışlarının etkileşimi, duygu düzenlemenin gelişiminde önemlidir. Bu süreçte çocuğun öğretmeniyle kuracağı sağlıklı ve etkili iletişimin niteliğinin duygu düzenleme becerileri ile olan ilişkisinin ortaya konulması önemlidir. Bu nedenle araştırmada, okul öncesi dönem çocuklarının duygu düzenleme becerileri ile öğretmen-çocuk ilişkisi arasındaki ilişkinin incelemesi amaçlanmıştır. Araştırma nicel araştırma yöntemlerinden ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın çalışma grubu İstanbul ilinde Milli Eğitim Bakanlığı’na bağlı okul öncesi eğitim kurumlarına devam eden 186 çocuktan oluşmaktadır. Araştırmanın çalışma grubu olasılığa dayalı olmayan örnekleme yöntemlerinden uygun örnekleme yöntemi ile seçilmiştir. Veri toplama aracı olarak “Duygu Düzenleme Ölçeği” ve “Öğrenci-Öğretmen İlişki Ölçeği” kullanılmıştır. Araştırmanın sonucunda okul öncesi dönem çocuklarının duygu düzenleme ve öğretmen-çocuk ilişki düzeylerinin yüksek düzeyde olduğu tespit edilmiştir. Duygu düzenleme ve öğretmen-çocuk ilişkilerinde kız çocukları lehine anlamlı bir farklılık olduğu ortaya konulmuştur. Okul öncesi dönem çocuklarının duygu düzenleme ve öğretmen-çocuk ilişkilerinin yaşlarına göre farklılık göstermediği tespit edilmiştir. Okul öncesi eğitim alma süresi 1 yıldan fazla olan çocukların duygu düzenleme ve öğretmen-çocuk ilişki düzeylerinin diğerlerinden yüksek olduğu ve çocukların duygu düzenleme becerileri ile öğretmen-çocuk ilişkisi arasında orta düzeyde, pozitif yönlü ve anlamlı bir ilişki olduğu tespit edilmiştir.

Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship.

Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3-6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children's CU traits and teachers reported their relationship with children and rated children's social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.

Responsive Classroom Management in Teacher–Child Relationship: Readiness and Needs of Preschool Teachers in the Context of Professional Experiences

Responsive Classroom Management in Teacher–Child Relationship: Readiness and Needs of Preschool Teachers in the Context of Professional Experiences

Previous History of Teachers and Children

The teacher-child relationship is the interaction between the teacher and the child that occurs in the school environment. The interaction between the teacher and the child is important because it can affect the achievement of the child's abilities in various aspects of development. The teacher-child relationship can be established through teacher interaction with children, including through providing information, advice, ways to solve a problem, and examples of good habits to children. The child-teacher relationship takes time to develop. First, the child and the teacher need to form a relationship. Once a relationship is formed, it must be maintained. The development of moral values as the basis for building children's character must pay attention to the nature of the child itself. It is easiest for children to learn something when they see and do it themselves. This is because children are still learning to use their sensory organs, rather than the feelings commonly used by adults.

Harmonious Interaction Between Learners and Educators

Interaction is always related to the terms of communication and relationship. Communication means interacting with something. The elements involved in communication aim to determine harmonious interactions in the learning process so that they can improve children's learning achievements. Teachers are also invited to carry out effective communication so that they can provide educational messages to children without any pressure. Thus, the teacher's knowledge of the child-teacher relationship increases, and the teacher can build the relationship in the exact plan he can.

Cultural Considerations in Defining Classroom Quality: Ghanaian Preschool Teachers’ Agreements and Disagreements with Standards-Based Instruments

Early childhood education (ECE) programs are expanding across sub-Saharan Africa. But the quality of these programs, and their effectiveness when implemented at scale, remains unclear. Defining quality is not simple, as learning environments are shaped by cultural values and societal sociodemographics. Framed within sociocultural theory, this study broadens understanding of ECE classroom quality by examining whether and how Ghanaian educators foster children’s development in ways that are culturally and contextually adaptive but not included in current definitions of quality, using an existing classroom observation tool as a prompt. ECE teachers and school headteachers participated in semistructured interviews and focused discussions of the most widely used standards-based observation tool—the CLASS—highlighting elements of agreements, disagreements, differences, and key features of the teacher-child relationship not captured by the tool. The findings highlight ways in which the sociocultural and educational contexts need to be considered when measuring classroom quality.

Socialization discontinuity as an explanation for disparities in teacher-child relationships

SES- and ethnicity-related disparities in teacher-child relationships are prevalent. An important cause may be that children of color and children from low-SES backgrounds are often perceived by their teachers to have lower social-emotional behavioral (SEB) competence. Besides the impact of poverty on SEB development, likely explanations for such gaps are cultural mismatch theory and teacher bias theory. Both frameworks point to a divergence between teachers' and students' expectations of classroom norms as well as their practice of them. Such incongruence can manifest in the extent to which teachers and parents (dis)agree on children's SEB skills. The greater the divergence between parents and teachers, the larger the discontinuity in socialization experiences a child may encounter during kindergarten transition. Using the Early Childhood Longitudinal Study data, the current study investigates the relationship between socialization discontinuity and children's demographic backgrounds, and whether disparities in teacher-child relationships can be predicted by the degree of socialization discontinuity. The results show higher divergence between teachers' and parents' assessment of children's SEB skills for children from low-SES backgrounds, non-English speaking households, and those who are identified as Black or Hispanic. Higher socialization discontinuity predicts both a more conflictual and a less close teacher-child relationship in general. Meanwhile, children from a non-English household tend to have less conflict with their teachers. Other factors that may affect teacher-child relationships, future research directions, and implications for policymakers and education practitioners are discussed.

A conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships

Young children in the United States, particularly Black boys, are being suspended and expelled from early childhood education programs and primary schools at alarming rates. Teachers describe children's “disruptive” or “challenging” behavior as the most common reason for suspending or expelling a child. For this reason, common efforts to reduce exclusionary discipline target teacher behavior to change child behavior (e.g., improve use of evidence-based practices) or child behavior directly (e.g., learn self-regulation skills). In this paper, we argue that improving the quality of the teacher-child relationship is an alternative mechanism for addressing exclusionary discipline and mitigating racial disparities in the early childhood years. We propose and provide support for a transactional, relational model to account for exclusionary discipline. The proposed conceptual model intentionally names how teachers’ racial bias and children's stereotype threat, resulting from racialized classroom experiences, exacerbate coercive teacher-child interaction cycles for Black children. We apply this model to review and evaluate select teacher-child relationship interventions to identify opportunities and challenges these interventions present to reduce exclusionary discipline and mitigate racial discipline disparities. We end the paper with recommendations for future research to advance relationship-based solutions to the exclusion crisis in early childhood education.

Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools

Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been negatively associated with closeness. We expand previous studies by first investigating the factor structure of the STRs amongst 2,130 preschool children and their 267 teachers in a collectivistic culture, Greece. Second, we investigated effects of child (gender, age, country of origin and special educational needs), teacher (teacher gender, age and affective well-being), and preschool characteristics (school-type, number of children, observed quality using the Early Childhood Environment Rating Scale-Revised (ECERS-R), on STRS.Using exploratory structural equation modelling (ESEM) adjusting for differences between preschools we replicated the three-factor solution of the STRS. Consistent with previous studies in collectivistic cultures, closeness and dependency were positively (not negatively) associated. Children's gender and teachers’ affective well-being were found to be consistently associated with all three dimensions of the STRS. In conclusion, the STRS can capture the relationship accurately in a Greek early years setting, and the analysis has demonstrated that the three STRS dimensions are associated with different child and teacher characteristics.

Effective Educational Measures for Kindergarten School Readiness

School readiness not only affects children's school adaptation, but also leads to social and economic stratification to a certain extent. School readiness is not only the individual preparation of young children, but also the preparation of the entire education ecosystem, that is, kindergarten, primary school, family and community should be prepared for school entrance. Many foreign countries have taken interventions to prepare children for school, but high-quality preschool education is the most effective measure. It includes: first, providing courses suitable for early childhood development. The curriculum suitable for children's development has the following characteristics: point to the key experience of children's development, accumulate key experience in practical operation, and promote the continuous development of children's key experience. Second, provide high-quality teacher-child interaction. The teacher-child interaction that helps to improve the level of children's school readiness is shown as: establishing a friendly teacher-child interaction relationship, providing emotional support to children who are assessed to have problematic behaviors in participating activities, interacting with children with low family socio-economic status, and creating a language communication environment. Third, recruit more high-level teachers. Fourth, provide adequate and appropriate hardware configuration. Fifthly, scientific childcare guidance should be given to parents.

القدرة التنبؤية لعالقات معلمات الروضة باألطفال ذوي التعلق غير اآلمن بحب االستطالع والتفاعل مع األقران وفقاً لمستويات القدرة اللفظية لديهم بمدينة ع مان

The present study aimed to identify the predictive ability of kindergarten teachers' relationships with children of insecure attachment to curiosity and interaction with peers according to their levels of verbal ability in the city of Amman in Al-Jami’ah district. The sample of the study consisted of (110) children (71 male children and 39 female children). To achieve the objectives of the study, the scale of Attachment pattern was used in addition to the measures of the teacher-child relationships, interaction with peers, curiosity and verbal ability. The findings showed that the level of the positive relationships between the kindergarten teacher and the children of the insecure attachment style, the level of children’s curiosity, and the level of their verbal ability were all moderate, with an average of (2.60), (0.63) and (% 51.8), respectively. Besides, children had a high level of interaction with their peers with an average of (3.03). The findings also showed that the kindergarten teacher's relationship with the children of the insecure attachment pattern explained (19.6%) of their curiosity, and (17.8%) of their interactions with peers. Results also revealed that there were no statistically significant differences in the relationship between the teacher's relationship with children, and their curiosity from one hand, and their interaction with peers on the other hand according to the variables of verbal ability and gender.

교사-유아관계와 유아기질이 유아의 어린이집 적응에 미치는 영향

교사-유아관계와 유아기질이 유아의 어린이집 적응에 미치는 영향

Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors

This qualitative study investigated teachers’ views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children with CU traits to have more severe disruptive behavior, poorer quality teacher-child and teacher-caregiver relationships and to be less responsive to discipline. The implications of findings for school-based intervention promoting engagement and prosocial behavior for children with CU traits are discussed.

Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes

The purpose of this study was to explore whether evidence that children have significantly higher achievement and more positive relationships with their teachers when assigned to a teacher of their same race/ethnicity extended to the earliest grades. Using data from a three-year project in North Carolina, we descriptively examined teacher-child racial/ethnic match exposure in prekindergarten (PK), kindergarten (K), and first grade (G1). In exploratory inferential analyses, we further used a two-way fixed-effects (child and time) approach to associate teacher-child racial/ethnic match with academic achievement and teacher-child relationships, moderated by race/ethnicity and grade. Parents/caregivers reported their child's race/ethnicity, and of the sample of children (n = 447), 34% were identified as Black, 42% as Latinx, and 24% non-Latinx White, with 10% of children identified as more than one race/ethnicity. Black children commonly experienced a race match in PK, but this likelihood decreased over time through G1. In contrast, the likelihood that White children experienced a match increased through G1. Latinx children were unlikely to experience a match in any grade. Teacher-child racial/ethnic match was positively associated with children's English language scores, with no suggestion that this effect varied by race or grade. In addition, a positive association between match and reading scores was evident only for Latinx children and only in PK, but not K or G1. Match was not significantly associated with math scores or teacher-reported relationships with children.

Like your students, like their families? Teacher perceptions and children's socio-emotional-behavioral functioning

To explore family engagement and children's social, emotional, and behavioral functioning, we compare two competing multilevel path models that use structural and relational measures of family engagement. The first examines the association between family engagement (teacher-perceived support from families and director-reported involvement offerings) and children's outcomes (anger-aggression, anxiety-withdrawal, social competence, and behavioral self-regulation) via the child–teacher relationship. The second examines the association between the child–teacher relationship and children's outcomes via family engagement. Results were similar for both models, though Model 1 was a better fit, suggesting that teachers' perceptions may “flow” from families to children. In both models, the relational component of family engagement had more associations than the structural component. We discuss implications regarding family engagement supports.

Influence of Parenting Styles, Teacher-Child Relationships, and Peer Relationships on Children’s Grit: Latent Profile Analysis of Parenting Styles

Objectives: This study investigates how parenting styles, teacher-child relationships, and peer relationships predict fourth-grade children’s grit. First, we explored the latent profiles of parenting styles that fourth-grade children perceived. Second, we investigated how latent profiles of parenting styles, teacher-child relationships, and peer relationships affect children’s grit.Methods: We used the dataset from the first wave of KCYPS conducted in 2018, whose participants were 2,607 fourth-grade children. A latent profile analysis (LPA) was used to explore the types and patterns of parenting styles. In addition, a multiple regression analysis was conducted to verify the effects of latent profiles of parenting styles, the quality of the teacher-child relationships and peer relationships on children’s grit.Results: For the first research question, the LPA showed that the children perceived the parenting styles of their caregivers as the following three types of latent profiles: positive, negative, and lower-positive. We found that the parenting styles of the lower-positive and negative profiles may have a statistically significant effect on children’s grit level. Regarding the effects of other variables, we found that trusting teacher-child relationships and positive peer relationships can significantly predict higher grit.Conclusion: Positive parenting style, highly trusting relationships between teachers and children, and healthy peer relationships are positive predictors of higher grit scores in fourth-grade children. Positive environmental factors, including home and school contexts, significantly encourage children’s grit. Educational programs should be conducted for increasing grit based on building positive parenting styles and positive relationships with teachers and peers.

School-Based Relationships Among Children with or at Risk for Emotional and Behavioral Disorders

We investigated the influence of a teacher’s perceived emotional state (e.g., feeling emotionally exhausted; feeling accomplished) on the association between parent-teacher relationships and teacher-child conflict among young children. We used pretest data from a pilot study examining the efficacy of a socio-emotional learning intervention for children with or at risk for emotional or behavioral disorders (EBD). Twenty-six teachers and 45 children (Mean age= 7.46 years; SD = 1.21) participated in the intervention. Teachers rated their relationships with children and their parents using the Parent-Teacher Relationship Scale and Student-Teacher Relationship Scale. Multilevel models showed that teachers with a higher sense of personal accomplishment evidenced a negative association between parent-teacher relationships and teacher-child conflict. However, for teachers who felt emotionally exhausted or those who had a lower sense of personal achievement, the association between parent-teacher relationships and teacher-child conflict either remained unchanged or was positive. We conclude by discussing findings in relation to the importance of increasing teacher efficacy, reducing teacher burnout, and strengthening parent-teacher relationships in schools to improve teacher-child relationships and children’s psychosocial outcomes.