Teacher-Child Relationships and the Development of Academic and Behavioral Skills During Elementary School: A Within- and Between-Child Analysis

Abstract

Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher-child relationship quality and children's academic achievement and behavior problems from kindergarten (ages 4-6 years) through 5th grade (ages 9-11 years). Results suggest that increases in teacher-child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher-child relationship quality is unchanging.

Family and School in the Socioemotional Development in Childhood

“…When positive, these relationships are associated with improvement in school performance and reduction in behavior problems (Maldonado-Carreño & Votruba-Drzal, 2011), as well as the development of social skills (Berry & O'Connor, 2010). Moreover, as the students progress in elementary school, the importance of these relationships for the development remains constant (Berry & O'Connor, 2010;Maldonado-Carreño & Votruba-Drzal, 2011).…”

“…Studies on the teacher-student relationship with children in U.S. elementary schools have demonstrated their relevance to the socioemotional development in childhood (Berry & O'Connor, 2010;Maldonado-Carreño & Votruba-Drzal, 2011;O'Connor & McCartney, 2006). When positive, these relationships are associated with improvement in school performance and reduction in behavior problems (Maldonado-Carreño & Votruba-Drzal, 2011), as well as the development of social skills (Berry & O'Connor, 2010).…”

“…However, due to their caregiver role throughout a school year, the teacher-student relationship is a proximal process that occurs in the school environment, and can act as a predictor in the development of competences and dysfunctions in children (Hamre & Pianta, 2006;Maldonado--Carreño & Votruba-Drzal, 2011;Pianta et al, 1997). As students grow, their interests change.…”

A Relação Professor-Aluno no Ensino Médio: Percepção do Professor de Escola Pública

“…Dessa forma, alunos que apresentam relacionamentos de alta qualidade com seus docentes têm melhor desempenho escolar (Berry & O´Connor, 2010;Maldonado-Carreño & Votruba-Drzal, 2011;Pianta & Stuhlman, 2004).…”

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

“…nlthough relationships with parents are most significant in shaping children's development, a growing body of literature suggests that relationships between children and teachers shape children's development in various aspects during the early school years (Maldonado-Carreño & Votruba-Drzal, 2011). A number of researchers have demonstrated that the quality of the teacher-child relationship affects the well-being of the child across a wide range of domains, including peer socialisation, emotional and behaviour problems, classroom adjustment and intellectual abilities (Mitchell et al, 2008;Smith et al, 2000;Sylva et al, 2003).…”