Associations of Preschool Type and Teacher–Child Relational Quality With Young Children's Social-Emotional Competence

Garner, Pamela W.; Mahatmya, Duhita; Moses, Laurence K.; Bolt, Elizabeth

doi:10.1080/10409289.2013.801706

Cited by 27 publications

(13 citation statements)

References 61 publications

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“…In addition, higher child-teacher dependency has also been found to relate to increases in behavioral problems over time, including internalizing problems (e.g., Arbeau et al, 2010;Roorda, Verschueren, Vancraeyveldt, van Craeyevelt, & Colpin, 2014). However, other studies examining developmental sequelae of child-teacher dependency showed null or even contrasting findings (Birch & Ladd, 1998;Garner, Mahatmya, Moses, & Bolt, 2014;Ladd & Burgess, 1999;Sette, Spinrad, & Baumgartner, 2013), suggesting that child or context factors, such as child developmental period, risk status or cultural background, may moderate its effects.…”

Section: Research On Child-teacher Dependencymentioning

confidence: 99%

Dependency in teacher–child relationships: deepening our understanding of the construct

Verschueren

Koomen

2020

Attachment & Human Development

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Within an attachment perspective on teacher-child relationships three affective relationship dimensions have been identified: closeness, conflict, and dependency. Whereas a lot of research is available on relational closeness and conflict, far less is known about the construct of dependency. In this paper, we aim to further the conceptualization of child-teacher dependency in several ways. First, we define dependency as a relational construct, not a stable child characteristic. Second, we review relevant research on child-parent attachment to guide hypotheses regarding antecedents and developmental consequences of dependency in child-teacher relationships. Third, we provide an overview of attachment-based research on child-teacher dependency, highlighting unanswered questions, such as how its meaning and correlates may vary depending on cultural orientation and child developmental stage. The studies in this special issue address these questions, thereby deepening our understanding of this neglected relationship dimension.

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Section: Research On Child-teacher Dependencymentioning

confidence: 99%

Dependency in teacher–child relationships: deepening our understanding of the construct

Verschueren

Koomen

2020

Attachment & Human Development

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“…Specifically, the period from preschool to early elementary school is widely recognized as a crucial stage for the development of social-emotional competence. During this stage, children are expected to substantially improve their abilities to maintain adaptive interactions with peers and adults (Garner, Mahatmya, Moses, & Bolt, 2014; Williford, Vick Whittaker, Vitiello, & Downer, 2013). One of the main developmental tasks during the preschool years is the acquisition of the ability to regulate emotions and behaviors in social interactions (Shonkoff & Phillips, 2000).…”

Section: Parental Engagement and Child Self-controlmentioning

confidence: 99%

Trajectories of parental engagement in early childhood among dual-earner families: Effects on child self-control.

Ferreira¹,

Cadima²,

Matias³

et al. 2018

Developmental Psychology

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Parental engagement in positive activities with the child may show significant variation across time, assuming a crucial influence on child development. In dual-earner families, work-family conflict can interfere with parental engagement, with negative consequences for children's behavior. The current study examined the change trajectories of mothers' and fathers' engagement in early childhood, analyzing whether these trajectories are influenced by parents' work-family conflict and whether they predict child behavioral self-control. Data from 156 four-year-old children (67 girls) from dual-earner families were collected annually for 3 consecutive years, through mothers', fathers', and teachers' reports. Results from latent growth curve analysis revealed mothers' engagement remained stable across time while fathers' engagement had a significant increase over time. The negative association between work-family conflict and parental engagement was constant over time both for mothers and fathers. For mothers, initial levels of engagement positively predicted child behavioral self-control. As for fathers, both the initial level and positive change in engagement positively predicted child self-control. These findings emphasize the role of parental engagement in fostering child behavioral adjustment, underlining the need for considering work-family dynamics to understand changes in parental engagement.

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“…In sum, teacher-child relationships, and in particular the secure base function, remain important in adolescence for students in general, with the safe haven function appearing in particular important for more vulnerable students. Throughout the first to third decade of research, there have been numerous correlational studies that have demonstrated effects of teacher-child relationships on children's classroom participation, task behaviors, and (dis)engagement (e.g., Birch and Ladd, 1997;Pianta et al, 1997;Hughes et al, 2008;Roorda et al, 2017;Zee and de Bree, 2017) as well as effects on socialemotional development (e.g., Zhang and Nurmi, 2012;Garner et al, 2014). In this section, we will discuss the handful of research that more explicitly tested the secure base mechanism in classroom settings.…”

Section: Adolescence and Secondary Schoolsmentioning

confidence: 99%

“…Theme 1). In addition, teacher-child relationships have been linked to children's emotion regulation abilities (e.g., Pallini et al, 2019) and social-emotional competence (e.g., Garner et al, 2014). However, few studies actually tested whether teachers could restore feelings of security in children in or immediately after stressful circumstances.…”

Section: Theme 3: Safe Haven and Stress-regulationmentioning

confidence: 99%

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

Spilt

Koomen

2022

Front. Educ.

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Attachment theory has played a prominent role in the study of affective relationships between teachers and individual children in school settings. This review synthesizes three decades of attachment-based research on teacher-child relationships roughly covering the period between 1992 and 2022. Five key themes were discussed: (1) conceptualization and assessment, (2) secure base and autonomous exploration, (3) safe haven and self-regulation, (4) attachment history and relationship (dis)continuity, and (5) teacher sensitivity and mentalization. Following a narrative review approach, a selection of pivotal research studies was made and chronologically presented to illustrate research developments per theme. The results indicated that the conceptualization and assessment of teacher-child relationships holds largely, but not completely, across different developmental phases, cultural contexts, measurement methods, and informants. In addition, research confirmed the role of the secure base and safe haven functions of teacher-child relationships in promoting children’s emotional security at school. Furthermore, progression has been made through the development of multiple measurement methods for both teachers and children, by expanding research from early childhood education up to secondary education, and by more recent cross-cultural studies. However, there is still limited insight in mechanisms that explain (dis)continuity in relationships over time, and a striking lack of research on dyadic teacher sensitivity and mentalization as antecedents of teacher-child relationships. Research directions for the following decade(s) of research are discussed per theme.

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Associations of Preschool Type and Teacher–Child Relational Quality With Young Children's Social-Emotional Competence

Cited by 27 publications

References 61 publications

Dependency in teacher–child relationships: deepening our understanding of the construct

Dependency in teacher–child relationships: deepening our understanding of the construct

Trajectories of parental engagement in early childhood among dual-earner families: Effects on child self-control.

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

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