Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection

Spilt, Jantine L.; Koomen, Helma M.Y.; Thijs, Jochem; Leij, Aryan van der

doi:10.1080/14616734.2012.672286

Cited by 185 publications

(158 citation statements)

References 38 publications

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“…Programs that provide systematic attention to interpersonal experiences, helping teachers to think about and reflect on their behavior have been found to be useful in promoting the quality of relationships (Spilt, Koomen, Thijs, & van der Leij, 2012). Findings from this study suggest that investing resources in relationshipfocused programs as early as in preschool might be an effective strategy to facilitate self-regulation skills.…”

Section: Running Head: Process Quality and Self-regulation 24mentioning

confidence: 80%

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Cadima

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Leal

et al. 2015

J Abnorm Child Psychol

133

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This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52% boys). Children's self-regulation was observed in Running head: PROCESS QUALITY AND SELF-REGULATION 2 preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed selfregulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of selfregulation.Keywords: Teacher-child relationships; Classroom interactions; Self-regulation; Early education and care; Socially disadvantaged children Running head: PROCESS QUALITY AND SELF-REGULATION 3 Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children There has been a recent increase in universal early childhood services in many Western countries, based on a vast literature highlighting the preschool years as a critical period for the development of social, language and cognitive skills (Leseman, 2009). Increasing numbers of children are currently attending preschool throughout many countries (OECD, 2013). However, many children, especially from socially disadvantaged backgrounds, start school lacking critical skills for a successful transition to school, namely self-regulation (Blair & Razza, 2007). A growing number of studies have shown that self-regulation is linked to academic skills, such as literacy and mathematics, and to social competence (Blair & Razza, 2007;McClelland et al., 2007). Thus, identifying specific aspects of the environment that can contribute to the development of self-regulation becomes of crucial importance.An emergent literature suggests that emotionally-close, sensitive, well-organized, and cognitively stimulating interactions in the classroom are related to young children's development of social and academic outcomes (Burchinal, PeisnerFeinberg, Bryant, & Clifford, 2000;Hamre & Pianta, 2005). Classroom process quality refers to the quality of children's direct experiences and includes both the quality of teacher-child relationships and the overall classroom climate . To date, however, the links between classroom process quality and children's development of self-regulation have been largely overlooked. The current study investigates whether different facets of classroom process quality, namely the quality o...

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Section: Running Head: Process Quality and Self-regulation 24mentioning

confidence: 80%

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Cadima

Verschueren

Leal

et al. 2015

J Abnorm Child Psychol

133

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“…In addition, guided by attachment research, we discussed that teachers form representational models of teacher-student relationships on different levels of generalization, which could explain why both the professional and the personal wellbeing of teachers seem affected by individual teacherstudent relationships. From a practical view, it's noteworthy that mental representational models are considered open models that can be modified by corrective experiences and through in-depth reflection (Bakermans-Kranenburg et al 1998;Chang and Davis 2009;Pianta 1999b;Spilt et al 2011). Teacher educators and school administrators need to understand the critical role of beliefs and feelings about classroom relationships in general and relationships with specific students in teachers' professional development, as well as how teachers can be equipped with interpretative frameworks that promote constructive responses to relational and behavioral difficulties with specific students to avoid escalating conflict and emotional exhaustion.…”

Section: Discussion and Directions For Future Researchmentioning

confidence: 99%

Teacher Wellbeing: The Importance of Teacher–Student Relationships

2011

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Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.Keywords Teacher wellbeing . Teacher stress . Teacher-student relationships . Mental representations . Emotions . Behavior problems Insight in teacher wellbeing is important for several reasons. First of all, it adds to the understanding of teacher careers. Knowing factors that are of high concern to teachers is

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“…Schools cannot be an exception in this sense; quite the opposite in fact, they should be a key factor in this process (Sabol & Pianta, 2012;Spilt, Koomen, Thijs & van der Leij, 2012). Children start school at an increasingly early age and spend more and more time there (Montañés et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Conducta de exploración, bienestar emocional y calidad del cuidado en educación infantil

et al. 2015

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Título: Conducta de exploración, bienestar emocional y calidad del cuidado en educación infantil. Resumen: El objetivo del presente trabajo consistió en examinar la relación entre la calidad del cuidado estructural y del proceso en las escuelas infantiles y la conducta de exploración, así como la influencia que ejerce la calidad del cuidado en la relación entre el bienestar emocional y la exploración infantil. En el estudio participaron 206 niños y niñas pertenecientes a 40 aulas de 20 escuelas infantiles de la Comunidad Autónoma del País Vasco, de edades comprendidas entre los 37 y los 64 meses (M = 50.96, DT = 6.54). Se contó también con la participación de 40 maestras, una por cada aula objeto de estudio. Los resultados pusieron de manifiesto que los niños y niñas que tenían maestras más sensibles mostraban una mayor exploración. Sin embargo, no se halló un efecto moderador de la sensibilidad sobre la relación positiva entre el bienestar emocional y la conducta de exploración. Por último, se observó que otras variables asociadas a la calidad estructural también influyen sobre la exploración infantil, aunque en menor medida. Palabras clave: Exploración; bienestar emocional; sensibilidad; calidad del cuidado; educación Infantil. Abstract:The aim of this study was to examine the relationship between children exploratory behaviour and the quality of structural childcare and process in preschools. The study also examined how childcare quality affects the relationship between emotional wellbeing and exploratory behaviour. The sample comprised 206 children from 40 classrooms in 20 preschools, together with their teachers. The children's age ranged between 37 and 64 months (M = 50.96, SD = 6.54). The results indicated that children cared for by more sensitive teachers engaged in more exploratory behavior. However, no moderating effect was found of teacher sensitivity on the positive relationship between exploratory behavior and wellbeing. Finally, some factors linked to the quality of structural childcare also influenced exploratory behavior, although to a lesser extent.

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Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection

Cited by 185 publications

References 38 publications

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Teacher Wellbeing: The Importance of Teacher–Student Relationships

Conducta de exploración, bienestar emocional y calidad del cuidado en educación infantil

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