The Preschool Instructional Context and Child-Teacher Relationships

Autor/inn/en	Howes, Carollee; Fuligni, Allison Sidle; Hong, Sandra Soliday; Huang, Yiching D.; Lara-Cinisomo, Sandraluz
Titel	The Preschool Instructional Context and Child-Teacher Relationships
Quelle	In: Early Education and Development, 24 (2013) 3, S.273-291 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2011.649664
Schlagwörter	Teacher Student Relationship; Preschool Education; Low Income Groups; Classroom Observation Techniques; Educational Strategies; Individualized Instruction; Classroom Environment; Classroom Techniques; Instructional Effectiveness; Teacher Characteristics; Student Characteristics; Longitudinal Studies; Interaction Process Analysis; Rating Scales; Social Cognition; Hispanic American Students; Preschool Children; Preschool Teachers; Correlation; California; Attachment Q Set; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Vorschulerziehung; Lehrstrategie; Individualisierender Unterricht; Klassenklima; Unterrichtsklima; Klassenführung; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prozessanalyse; Rating-Skala; Soziale Kognition; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Korrelation; Kalifornien
Abstract	Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict child-teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional context included the classroom instructional climate and teacher instructional strategies with individual children. Measures of child-teacher relationships included both observed and teacher-perceived child-teacher relationship quality. Our findings suggest that aspects of classroom instructional context do influence child-teacher relationships. Children are more likely to have secure, positive relationships with teachers who are more skilled at setting up appropriate classroom environments and giving children high-quality feedback to stretch their emerging knowledge and skills. Practice or Policy: These data provide preliminary support for the notion that high-quality early education can and should develop children's academic skills in a context that is deeply rooted in positive and supportive social interactions. (Contains 3 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10