Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania: A Multilevel Approach

Autor/inn/en	Shavega, Theresia J.; Brugman, Daniel; van Tuijl, Cathy
Titel	Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania: A Multilevel Approach
Quelle	In: Early Education and Development, 25 (2014) 3, S.356-380 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.807722
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Nursery Schools; Preschool Teachers; Teacher Student Relationship; Adjustment (to Environment); Child Behavior; Teacher Characteristics; Teacher Attitudes; Context Effect; Compliance (Legal); Social Behavior; Power Structure; Parenting Styles; Authoritarianism; Play; Cooperation; Parent Teacher Cooperation; Educational History; Cultural Influences; Predictor Variables; Questionnaires; Measures (Individuals); Student Characteristics; Demography; Observation; Reliability; Correlation; Prosocial Behavior; Anxiety; Aggression; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Nursery school; Kindertagesstätte; Kindergarten; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Social behaviour; Soziales Verhalten; Autoritarismus; Spiel; Co-operation; Kooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; History of education; Bildungsgeschichte; Cultural influence; Kultureinfluss; Prädiktor; Fragebogen; Messdaten; Demografie; Beobachtung; Reliabilität; Korrelation; Angst; Tansania
Abstract	Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher-child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher-child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher-child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10