Long-Term Effect of Early Relationships for African American Children’s Academic and Social Development: An Examination From Kindergarten to Fifth Grade

Iruka, Iheoma U.; Burchinal, Margaret; Cai, Karen

doi:10.1177/0095798409353760

Cited by 24 publications

(11 citation statements)

References 62 publications

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“…For instance, father is the symbol of power and authority in family and children expect this power to accompany and support them (Kıldan, 2012). Besides, a sustainable and positive father-child relationship develops children's emotional efficiency, social relations, and problem-solving skills (Iruka, Burchinal and Cai, 2010;West, Mathewes and Kerns, 2013). According to Güngörmüş Özkardeş (2015), young children who perceive their fathers as warmer, more affectionate, and friendly share their stuff with their friends more easily and display less aggressive behaviours.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The Predictive Effect of Father-Child Relationship on Peer Relationships of Young Children

Ogelman

Erol

2020

International Journal of Educational Research Review

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The purpose of this study is to examine the predictive effect of father-child relationship on peer relationships of young children. The population of the study comprised of 5-6 year-old children (N=105), who were attending the kindergarten class of primary schools affiliated to the Ministry of National Education in Denizli, as well as their fathers. A relational survey method was used in this study. A Personal Information Form, developed by the researchers, Child-Parent Relationship Scale (Father Form), the Child Behaviour Scale, and the Peer Victimization Scale were used to collect data of the study. Father-child relationship significantly predicted levels of prosocial, aggressive, asocial, excluded, hyperactivity-distractible, and peer victimization behaviours of young children. Accordingly, it could be concluded that father-child relationship is effective on peer relationships of young children.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The Predictive Effect of Father-Child Relationship on Peer Relationships of Young Children

Ogelman

Erol

2020

International Journal of Educational Research Review

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“…Iruka, Burchinal and Cai (2010) investigated the long term effects of relationships in kindergarten with teachers and found a positive correlation between supportive and caring teacher-child relationships and successful navigation of the education system up to fifth grade. Crucially they found that positive relationships between teachers and their pupils enabled appropriate social behaviour within school, and from a communities of practice perspective, engaging in the valued practices of a community is essential for learning.…”

Section: Relationships In Educationmentioning

confidence: 99%

“…The literature discussed previously (Iruka et al, 2010;Raskauskas et al, 2010;Lizzio et al, 2011) demonstrates that positive interpersonal relationships decreased discipline problems in school and increased appropriate social behaviours. The student participants in this study accepted the need for some rules, and judged teachers who failed to maintain the rules of order in classrooms harshly:…”

Section: Rules and Resistancementioning

confidence: 99%

“…The review of theory above suggests learning relationships involve additional dimensions to those of friendship or acquaintanceship; their purpose and goal is to enable the accretion of knowledge and action and the performance of these in specific contexts. Much of the research does not explicitly address the actual nature or performance of relationships, but it does give some insight into how interpersonal relationships militate for or against participation in education.Iruka, Burchinal and Cai (2010) investigated the long term effects of relationships in kindergarten with teachers and found a positive correlation between supportive and caring teacher-child relationships and successful navigation of the education system up to fifth grade. Crucially they found that positive relationships between teachers and their pupils enabled appropriate social behaviour within school, and from a communities of practice perspective, engaging in the valued practices of a community is essential for learning.…”

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confidence: 99%

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The formation of interpersonal and learning relationships in the transition from primary to secondary school: Students, teachers and school context

Tobbell

O'Donnell

2013

International Journal of Educational Research

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The importance of relationships in education has been well established in the literature. However, the nature of relationship is seldom defined and as a result interpersonal and learning relationships are conflated and so implicitly treated as synonymous. In this paper we argue that learning relationships are different from interpersonal relationships, but crucially that interpersonal relationships are a pre-requisite to learning relationships. We define learning relationships as those which allow for the emergence of, and passage through, the zone of proximal development. At present there is a paucity of research which examines relationship formation of any type in education and in this paper we seek to address this gap. At the point of transition from one school to another there is a normative imperative to form new relationships. This paper focuses on the experiences of students in their transition to secondary school and explores the formation of relationships with their new teachers. An ethnographic method was employed which followed children during their final year of primary school and into their first year of secondary school. Through student and staff voices and observational data, the opening and closing of opportunities for the formation of interpersonal relationships, and by extension, learning relationships, are explored. The paper presents data from three schools in the UK and identifies the themes of courtesy, rules and resistance, and school systems and pedagogical practice as key determinants in relationship formation. We acknowledge that these findings represent the focal schools, but argue that the data demonstrate that attention must be paid to the construction of enabling transition contexts to facilitate the formation of interpersonal relationships which may lead to learning relationships in the new school. We further call for more focussed research which explores the nature of learning relationships.Keywords: transition from primary to secondary school, interpersonal relationships, learning relationships, school context It has been established in both empirical research and theory that enabling relationships are fundamental to the process of learning. The establishment of the importance of relationships emerged most strongly in Vygotsky's work. The underpinning ontology of Vygotskian psychology is that development is distributed across the social experiences of individuals, and that all behaviour, including cognition, reflects societal imperatives accessed through relationships with more able others. A range of empirical work has supported this, demonstrating that relationships cannot be thought of as a variable to be manipulated, but rather that they are inextricably embedded in all 2 learning and development. Therefore, the formation of interpersonal relationships necessarily precedes the emergence of successful learning relationships, which can be thought of as inextricably embedded in mutuality of social action. Acceptance of this premise demands that attention be paid to the opportuni...

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“…We define parent sensitivity during the early school years as mothers' supportive, positive, and non‐intrusive behavior during interaction with the child. Previous research on these constructs using the SECCYD dataset at the early school‐aged assessments has demonstrated significant associations between both maternal sensitivity and mother–child conflict with mother and teacher reports of children's social competence across middle childhood (Fraley, Roisman, & Haltigan, ; Iruka, Burchinal, & Cai, ).…”

Section: Introductionmentioning

confidence: 99%

Identifying Mother–child Interaction Styles Using a Person‐centered Approach

et al. 2013

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Parent-child conflict in the context of a supportive relationship has been discussed as a potentially constructive interaction pattern; the current study is the first to test this using a holistic analytic approach. Interaction styles, defined as mother-child conflict in the context of maternal sensitivity, were identified and described with demographic and stress-related characteristics of families. Longitudinal associations were tested between interaction styles and children’s later social competence. Participants included 814 partnered mothers with a first-grade child. Latent profile analysis identified agreeable, dynamic, and disconnected interaction styles. Mothers’ intimacy with a partner, depressive symptoms, and authoritarian childrearing beliefs, along with children’s later conflict with a best friend and externalizing problems, were associated with group membership. Notably, the dynamic style, characterized by high sensitivity and high conflict, included families who experienced psychological and relational stressors. Findings are discussed with regard to how family stressors shape parent-child interaction patterns.

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Long-Term Effect of Early Relationships for African American Children’s Academic and Social Development: An Examination From Kindergarten to Fifth Grade

Cited by 24 publications

References 62 publications

The Predictive Effect of Father-Child Relationship on Peer Relationships of Young Children

The Predictive Effect of Father-Child Relationship on Peer Relationships of Young Children

The formation of interpersonal and learning relationships in the transition from primary to secondary school: Students, teachers and school context

Identifying Mother–child Interaction Styles Using a Person‐centered Approach

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