Quality of Teacher-Child Relationships: An Exploration of Its Effect on Children's Emergent Literacy Skills

Autor/inn/en	Vatou, Anastasia; Gregoriadis, Athanasios; Tsigilis, Nikolaos; Grammatikopoulos, Vasilis
Titel	Quality of Teacher-Child Relationships: An Exploration of Its Effect on Children's Emergent Literacy Skills
Quelle	In: International Journal of Early Childhood, 55 (2023) 2, S.279-294 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vatou, Anastasia) ORCID (Gregoriadis, Athanasios) ORCID (Tsigilis, Nikolaos) ORCID (Grammatikopoulos, Vasilis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-022-00325-y
Schlagwörter	Teacher Student Relationship; Emergent Literacy; Teacher Attitudes; Student Attitudes; Kindergarten; Preschool Teachers; Preschool Children; Foreign Countries; Measures (Individuals); Rating Scales; Intelligence Tests; Verbal Ability; Vocabulary; Predictor Variables; Greece; Student Teacher Relationship Scale; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Frühleseunterricht; Lehrerverhalten; Schülerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Messdaten; Rating-Skala; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Prädiktor; Griechenland
Abstract	The current study aims to examine the way in which teachers' and children's perceptions about their relationships influence children's emergent literacy skills. Participants were 913 children and 114 kindergarten teachers within 72 preschool centers from Greece. The measures used were the Student-Teacher Relationship Scale (STRS), the Child Appraisal of the Relationship with the Teacher Scale (CARTS), and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Results of multiple regression analyses showed that teacher-child closeness and children's age were positively associated with children's receptive language skills, whereas teacher-child dependency was negatively associated with children's receptive language skills. Collectively, findings highlight the importance of supportive teacher-child relationships and their impact on child's language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01