Teacher-Child Relationships Make All the Difference: Constructing Quality Interactions in Early Childhood Settings

Autor/inn/en	McNally, Shelley; Slutsky, Ruslan
Titel	Teacher-Child Relationships Make All the Difference: Constructing Quality Interactions in Early Childhood Settings
Quelle	In: Early Child Development and Care, 188 (2018) 5, S.508-523 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNally, Shelley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1417854
Schlagwörter	Teacher Student Relationship; Early Childhood Education; Preschool Teachers; Preschool Children; Measures (Individuals); Rating Scales; Teacher Attitudes; Beliefs; Q Methodology; Interviews; Observation; Grounded Theory; Discipline; Classroom Techniques; Trust (Psychology); Questionnaires; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Messdaten; Rating-Skala; Lehrerverhalten; Belief; Glaube; Interviewing; Interviewtechnik; Beobachtung; Disziplin; Klassenführung; Fragebogen
Abstract	High-quality teacher-child relationships provide protective and supportive environments that provide social support for children to engage in curriculum and take risks that result in overall school success (Buyse, Verschueren, & Doumen, 2011; Pianta & Stuhlman, 2004). Teachers have the potential to use their relationship as a tool for helping children succeed in school (Birch & Ladd, 1997). Through training and awareness of specific beliefs, teachers would be more informed about what to focus on as they attempt to establish relationships with young children that support cognitive and emotional development, self-regulation, and school adjustment and social skills. Children, especially those at risk for developing poor-quality relationships with teachers, could benefit as teachers become more aware of the important connection between positive emotional climate and academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01