Language Development in the Early School Years: The Importance of Close Relationships with Teachers

Autor/inn/en	Spilt, Jantine L.; Koomen, Helma M. Y.; Harrison, Linda J.
Titel	Language Development in the Early School Years: The Importance of Close Relationships with Teachers
Quelle	In: Developmental Psychology, 51 (2015) 2, S.185-196 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038540
Schlagwörter	Language Acquisition; Teacher Student Relationship; Preschool Children; Preschool Teachers; Elementary School Students; Elementary School Teachers; Receptive Language; Longitudinal Studies; Child Development; Parents; Peer Relationship; Behavior Problems; Child Behavior; Cognitive Development; Kindergarten; Foreign Countries; Maximum Likelihood Statistics; Models; Goodness of Fit; Australia; Peabody Picture Vocabulary Test; Strengths and Difficulties Questionnaire; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rezeptive Kommunikationsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Eltern; Peer-Beziehungen; Kognitive Entwicklung; Ausland; Analogiemodell; Australien
Abstract	This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at ages 4-5, 6-7, and 8-9 years (3 waves). Teachers reported on levels of closeness in relationships with individual children. Independent assessments of receptive language were employed. Parents and teachers reported on peer interaction problems and child conduct problems. Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. However, the effects were only modest. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01