Teacher-child relationships and the process of adjusting to school

Abstract

Research on teacher-child relationships is based on two foundations: (1) the common experience of teachers, parents, and children that the child's relationship with his or her teacher is an especially important component of the school experience and related to child adjustment and (2) research in social development, attachment theory, and teaching and learning that increasingly shows the importance of adult-child relationships as contexts for development. The present study blends theory on child-adult attachment with research on the importance of early school experiences in determining the trajectories of children's school progress (Sroufe, 1989). Currently, there is a noticeable lack of theory regarding the processes by which children move from the home or day-care context to the school context and the factors that relate to this transition and determine adjustment in school. Moreover, as a society faced with enormous rates of school failure, attention to new forms of inquiry into school adjustment may lead to policies and practices that attenuate the social risk associated with high rates of early school failure.Alexander and Entwisle (1988) argue that few school experiences after third grade have enough weight to alter the already established course of achievement. Research on preschool children indicates that an important element of adjusting to school is a relationship with a teacher that serves the child's development and education (Sroufe, 1983). In previous work (Pianta and Nimetz, 1991; Pianta and Steinberg, 19911, we have shown that patterns of teacher-child relationships in kindergar- Preparation of this chapter was supported by the Commonwealth Center for the Education of Teachers, University of Virginia and James Madison University. NEW DIRECTIONSFOR CHI1.D DEVELOPMENT, no. 57. Fall 1992 0 Jossey-Bass Publishers 61 62 BEYOND THE PARENT: THE ROLE OF OTHER ADULTS IN CHILDREN'S LIVESten (for example, conflicted, opedclose, and dependent) are related to behavior in the home and are predictive of subsequent school adjustment. Erickson and Pianta (1989) suggest that parent-child attachment patterns are closely linked with how the child negotiates the social and academic demands of school, via the representational models of self, other, and relationships that mediate experience and are transferred across contexts. Although teacher-child relationships may have tremendous impact in altering the course of school adjustment (Pederson, Faucher, and Eaton, 19781, they have not been subjected to any systematic empirical research. Studies of teacher-child relationships could be important tests of theories suggesting coherence and stability in relationships (Sroufe, 1983). However, most studies documenting the positive impact of the teacher-child relationship are case reports (Pederson, Faucher, and Eaton, 1978) or comments on high-risk populations (Garmezy, 1984;Werner and Smith, 1982). Issues examined in this chapter include the role that relationships between children and parents and children and teachers play ...

Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.

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The Impact of Lecturer-Student Relationship on Self-Esteem and Academic Performance at Higher Education

“…The type of relationship between the teacher and the student serves as a connection between the two, providing a better atmosphere for a classroom environment (Jones et al, 1981). In a series of descriptive studies, Pianta and Steinberg (1992) and Pianta (1994) showed dimensions of closeness, conflict, and dependency instructor relationship behaviours as perceived and reported by the students to characterise instructor-student relationship. Students who reported more positive involvement with their teachers were found to score high on closeness (secure relationship) sub scale items.…”

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

“…The teacher may serve as an attachment figure for young children, such that a secure and close relationship with the teacher enables children to cope better with social and academic challenges in preschool and the early elementary grades (Howes et al, 1994;Pianta & Steinberg, 1992;Sroufe, 1983;van Ijzendoorn, Sagi, & Lambermon, 1992). Children who enjoy supportive relationships with teachers and peers are expected to gain confidence in their abilities and to be more motivated to participate in classroom activities (Birch & Ladd, 1997;Gest, Welsh, & Domitrovich, 2005;Ladd et al, 1999;Skinner & Belmont, 1983).…”