The Synergy of Teacher-Child Dependency and Temperament for Children's Early Language Skills

Autor/inn/en	Rudasill, Kathleen Moritz; Acar, Ibrahim
Titel	The Synergy of Teacher-Child Dependency and Temperament for Children's Early Language Skills
Quelle	In: Early Education and Development, 30 (2019) 5, S.639-654 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acar, Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1572383
Schlagwörter	Teacher Student Relationship; Shyness; Personality; Language Skills; Attention; Receptive Language; Teacher Attitudes; Parent Attitudes; Inhibition; Expressive Language; Early Childhood Teachers; Predictor Variables; Emergent Literacy; Child Development; Classroom Environment; Preschool Children; Rating Scales; Measures (Individuals); Intelligence Tests; Verbal Ability; Vocabulary; Attachment Behavior; Preschool Teachers; Student Teacher Relationship Scale; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schüchternheit; Personalität; Language skill; Sprachkompetenz; Aufmerksamkeit; Rezeptive Kommunikationsfähigkeit; Lehrerverhalten; Elternverhalten; Hemmung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Prädiktor; Frühleseunterricht; Kindesentwicklung; Klassenklima; Unterrichtsklima; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rating-Skala; Messdaten; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Attachment; Bindungsverhalten; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Shy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research indicates children's relationships with teachers may be protective for children at risk for academic difficulties, less is known about the role of dependent teacher-child relationships and the consequences for learning. This study examines the interplay of inhibitory control, attention, shyness, and dependency as predictors of preschoolers' expressive- and receptive-language skills. The sample is 104 children in 22 classrooms. Research Findings: Multilevel models revealed four findings. First, both parent and teacher ratings of children's attention were positively associated with language skills. Second, the association between teacher ratings of shyness and children's language skills was contingent on the level of teacher-child dependency. Third, teacher-child dependency was positively linked to more expressive-language skills in the teacher-report model. Fourth, dependency and inhibitory control worked synergistically in the parent-report model to predict expressive language. Results suggest that dependency may have protective aspects for some children in early childhood but could also be negative for other children. Practice and Policy: Teachers can organize their relationship style depending on child's temperament to provide nurturing environment for children's language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01