Explaining Teacher-Student Interactions in Early Childhood: An Interpersonal Theoretical Approach

Autor/inn/en	Thijs, Jochem; Koomen, Helma; Roorda, Debora; ten Hagen, Judith
Titel	Explaining Teacher-Student Interactions in Early Childhood: An Interpersonal Theoretical Approach
Quelle	In: Journal of Applied Developmental Psychology, 32 (2011) 1, S.34-43 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2010.10.002
Schlagwörter	Foreign Countries; Kindergarten; Teacher Student Relationship; Teaching Methods; Task Analysis; Evaluators; Child Behavior; Teacher Behavior; Shyness; Teacher Attitudes; Preschool Teachers; Interaction Process Analysis; Theories; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Teacher behaviour; Lehrerverhalten; Schüchternheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Prozessanalyse; Theory; Theorie; Niederlande
Abstract	The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each other. We observed 69 kindergarten children (M[subscript age] = 5.79 years) and their 37 regular teachers during a dyadic interaction task. Every 5 s, independent observers rated teachers' and children's behaviors along the interpersonal dimensions of control and affiliation. Teachers reported on children's shyness and the quality of the teacher-child relationship. Multilevel modeling provided correlational evidence for complementarity within and between dyads. Cross-lagged analyses revealed that teachers showed complementarity for control and that children showed complementarity for affiliation. Children also reacted complementarily with respect to control but only if they were shy or shared positive relationships with their teachers. Implications for theory and practice are discussed. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10