Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School

Abstract

The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood.

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

“…The use of positive behavior support decreases the need for more intrusive or aversive intervention (i.e., punishment or suspension) that is harmful to teacher-student relationship. Because boys tend to display more behavior problems than girls in school, positive behavior support will be particularly beneficial to boys (Hughes, Cavell, & Willson, 2001;O'Connor, Dearing, & Collins, 2011). It can help them maintain better relationships with their teachers and feel more supported by their teachers.…”

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

“…Longitudinal studies of elementary school children have found that positive trajectories of child-teacher relationship quality (characterized by children experiencing high closeness and less conflict over time) are significantly associated with better academic outcomes [6], [10], and better mental health outcomes [18], [25], [26]. For example, [25] used person-centered longitudinal analyses to identify different trajectory groups on teacher-child relational closeness and conflict in the first 5 years of school.…”

Aspectos psicodinâmicos e adaptativos do professor na relação com seus alunos do primeiro ano do ensino fundamental em escolas da rede pública: um estudo exploratório

“…Tal aspecto parecia também ficar evidenciado na estrutura física, com portões de ferro sempre fechados. Na presente pesquisa, além de atitudes agressivas, encontrou-se também o distanciamento afetivo e a falta de espontaneidade, configurando uma falta importante de um aspecto considerado favorável, benéfico, para a relação professor-aluno e para o aprendizado e desenvolvimento emocional da criança (CURBY; RIMM-KAUFMAN; PONITZ, 2009;DOUMEN et al, 2011;KIM, 2008;LEITE, 2008;MACARINI;MARTINS;VIEIRA, 2009;MELO;SILVARES, 2010;O´CONNOR, 2011;RIBEIRO, 2010;RUDASSIL, 2011;TAVARES,2005). Além disso as professoras expressaram sentir-se despreparadas para lidar com aspectos afetivo-comportamentais de seus alunos, bem como terem dúvidas em relação ao seu papel nesta área da educação, que não a área pedagógica, corroborando com o exposto por Araújo, Sperb (2009) e Ribeiro (2010.…”

“…(CURBY; RIMM-KAUFMAN; PONITZ, 2009;DOUMEN et al, 2011;MARTURANO;TRIVELLATO-FERREIRA;GARDINAL, 2009;O´CONNOR, 2011;RUDASILL, 2011;SINK;EDWARDS;WEIR, 2007). Fazendo um paralelo com os dados da pesquisa, pode-se pensar que também o professor experimenta ansiedade e medo relacionados ao desafio de alfabetizar, de ensinar, no primeiro ano de Ensino Fundamental.…”

“…As relações sociais estabelecidas na escola, tanto entre criança e professor quanto entre a criança e seus pares tem importante impacto para o desenvolvimento futuro da criança (DOUMEN et al, 2011;MACARINI;MARTINS;VIEIRA, 2009;MELO;SILVARES, 2010, O´CONNOR, 2011, incluindo a formação de sua personalidade e caráter (SILVEIRA, 2001). …”