The teacher-child relationship and children's early school adjustment

Birch, Sondra H.; Ladd, Gary W.

doi:10.1016/s0022-4405(96)00029-5

Cited by 1,376 publications

(1,230 citation statements)

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“…Researchers have consistently shown that the quality of the relationship forged between teachers and their students plays a role in youth's adjustment in school (Hamre & Pianta, 2001;2005;Birch & Ladd, 1997; and that caring teachers are important to students' development at all ages. However, contrary to expectations and to previous research (Oliver & Dandappa, 2007), close TSRs were not correlated with telling the teacher.…”

Section: Predictors Of Students' Reporting Bullying To Teachersmentioning

confidence: 99%

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

Cortes

Ladd

2014

School Psychology Quarterly

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Teachers are the primary agents for creating and maintaining a positive classroom climate-and promoting healthy interpersonal relations with, and among, their students (including the prevention of school bullying) is key to achieving this goal. For this study, it was posited that students' willingness to report bullying to their teachers is an indicator of the degree to which teachers have successfully created such environments. Data were gathered on 278 (135 boys; 152 girls) ethnically diverse (46.4% Hispanic; 43.5% White; 10.2% Black and Other) 8-to-10 year old students. Results showed that classrooms in which children reported greater willingness to report bullying evidenced lower levels of victimization. Moreover, believing that teachers would take an active role in intervening, such as by separating involved students or involving parents and principals, was associated with greater willingness to report than child level characteristics, such as grade, personal blame, and individuals' propensity toward aggression.

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Section: Predictors Of Students' Reporting Bullying To Teachersmentioning

confidence: 99%

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

Cortes

Ladd

2014

School Psychology Quarterly

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“…Trajectories during the Transition from Preschool to School poorer quality child-teacher relationships [2], [17]- [19]. Children with more prosocial behavior skills have also been found to experience better quality relationships with teachers, including more closeness and less conflict [7], [13].…”

Section: Child and Family Predictors Of Child-teacher Relationshipmentioning

confidence: 99%

“…Therefore, caring and supportive child-teacher relationships may serve important functions for children"s wellbeing and their successful adaptation to the school environment, and may be particularly salient at critical periods such as the transition from preschool into formal schooling [2], [3].…”

mentioning

confidence: 99%

“…High quality child-teacher relationships characterized by close supportive interactions and low conflict contribute to children"s academic development, engagement in learning, social-emotional development, and mental health (e.g., [1], [2], [7]- [11]). As such, early interventions designed to improve the quality of child-teacher relationships have the potential to improve the psychosocial and educational development of children [3].…”

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confidence: 99%

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

Miller-Lewis¹,

Sawyer²,

Searle³

et al. 2014

IJIET

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Abstract-This longitudinal study aimed to identify child, socio-demographic, family, and relationship factors associated with children's teacher relationship quality trajectories over the transition from preschool into school. A community sample of 636 Australian children were assessed in preschool, the first year, and second year of formal schooling. Teachers at all three assessments reported on child-teacher relationship quality. At preschool, teachers and parents reported on children's mental health difficulties and prosocial skills, and parents reported on family socio-demographic characteristics, stress, parenting styles, and parent-teacher relationships. Findings from latent-class growth modeling identified a 1) stable-high and 2) a moderate/declining child-teacher relationship trajectory. Logistic regressions found the strongest predictor of belonging to the moderate/declining relationship trajectory was the presence of teacher-rated preschool mental health difficulties. Children exposed to hostile-ineffective parenting were also more likely to experience a moderate/declining trajectory, whereas girls and children with more prosocial skills at preschool were less likely to have a moderate/declining trajectory. For children considered at-risk at preschool due to early mental health difficulties, prosocial skills and parental warmth appeared to protect them from the moderate/declining child-teacher relationship trajectory. Findings suggest that early-interventions focusing on fostering prosocial skills and positive parenting styles may help improve child-teacher relationships over time.

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“…A relação com um adulto, se positiva, constitui por si mesma um fator de proteção e, ainda, promove fatores protetores, tais como autoeficácia, autoestima e desenvolvimento moral. O educador deve ser um suporte e guia para a aprendizagem, bem como um potencial mediador e moderador de um processo motivacional significativo (Baker, 2006;Birch & Ladd, 1997).…”

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A diversidade em sala de aula e a relação professor-aluno

Barbosa

Campos²,

Valentim³

2011

Estud. psicol. (Campinas)

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O presente estudo teve como objetivo identificar as percepções de professores quanto à relação professor-aluno, a partir da aplicação da Escala de Relacionamento Professor-Aluno, versão reduzida e traduzida da Student-Teacher Relationship Scale, relacionando seus domínios a características dos discentes, no que tange às variáveis necessidade educacional especial, sexo, cor/raça, série e idade. Na pesquisa, 21 professoras regentes de seis escolas públicas da cidade de Juiz de Fora, no estado de Minas Gerais, avaliaram a relação que mantêm com todos os discentes de suas turmas, perfazendo um total de 495 escalas referentes a estudantes de salas-alvo, do primeiro ao quinto ano do Ensino Fundamental. Constatou-se que a relação professor-aluno é mais conflituosa e menos positiva quando se trata de discentes do sexo masculino e com necessidade educacional especial. Observou-se uma relação mais positiva com estudantes nos anos iniciais de escolarização, e mais negativa quanto mais velho fosse o aluno. Estudos adicionais são recomendados.

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The teacher-child relationship and children's early school adjustment

Cited by 1,376 publications

References 15 publications

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

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

A diversidade em sala de aula e a relação professor-aluno

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