The Reciprocal Relations Between Teachers’ Perceptions of Children's Behavior Problems and Teacher–Child Relationships in the First Preschool Year

Abstract

To examine the reciprocal relations between teacher-child relationships and children's behavior problems, the authors analyzed cross-lagged longitudinal data on teacher-child relationships and children's internalizing and externalizing problems using a structural equation modeling approach. The homeroom teachers of 105 first-year preschoolers aged 2-3 years filled in the Student-Teacher Relationship Scale and the Child Behavior Checklist/2-3, first at 3 months after the children's preschool entrance and then at the end of the first preschool year. Results showed significant cross-wave reciprocal relations between externalizing problems and teacher-child conflict and significant cross-wave relation from early internalizing problems to later teacher-child conflict. However, the cross-wave associations between internalizing and externalizing problems and teacher-child closeness were not significant.

Developmental Links Between Disobedient Behavior and Social Classroom Relationships in Boys With Psychiatric Disorders in Special Education

“…In line with studies in mainstream education (De Laet et al 2014;Zhang and Sun 2011) we found that teacher-child conflict increased children's disobedience throughout the school year. On the other hand, our finding that a more positive teacher-child relationship didn't reduce boys' disobedience was not in line with some previous studies in mainstream education (Baker 2006;Hughes et al 1999).…”

“…Indeed, a study by Ladd et al (1999) shows that teacher-child conflict and peer rejection were more important predictors of children's classroom adjustment than teacher-child closeness and peer acceptance. Also, a study by Zhang and Sun (2011) shows that teacher-child conflict was more strongly related to children's externalizing behavior than teacher-child closeness. For that reason, we will examine two models: a positive relationships model including teacher-child closeness and peer acceptance, and a negative relationships model including teacher-child conflict and peer rejection.…”

“…To establish whether these processes truly impact one another over time, developmental links should be adjusted for the impact of both stability paths and crosssectional correlations. With some positive exceptions (De Laet et al 2014;Doumen et al 2008;Leflot et al 2011;Mercer and DeRosier 2008;Sturaro et al 2011;Zhang and Sun 2011), such analyses were, until recently, rarely common practice, leading to an overestimation of developmental effects. Therefore, our study will employ autoregressive crosslagged modeling to establish the unique contributions of children's disobedience, teacher-child and peer relationships on their future social and behavioral development.…”

The transactional process between the relationships with caregivers and children's externalizing behavior

“…A reciprocal transaction starting with teacher-child conflict in wave 1 was not observed. In sum, both bidirectional and recursive effects have been demonstrated for teachers, but only with regard to conflict with children (as reported by teachers), and not with regard to reported closeness (Doumen et al, 2008;Zhang & Sun, 2011).…”

“…Relations between these two constructs and children's EB have been shown (Birch & Ladd, 1998;Hamre & Pianta, 2001;Silver, Measelle, Armstrong, & Essex, 2005). Bidirectional relations were tested in a two-wave study encompassing preschoolers from the general community (Zhang & Sun, 2011). Teachers reported about teacher-child QR and children's EB at 3 months after starting school and at the end of the school year among children aged 2-3 years.…”