Teacher-Child Relationship Quality in Early Childhood Education: The Importance of Relationship Patterns

Autor/inn/en	Gregoriadis, Athanasios; Grammatikopoulos, Vasilis
Titel	Teacher-Child Relationship Quality in Early Childhood Education: The Importance of Relationship Patterns
Quelle	In: Early Child Development and Care, 184 (2014) 3, S.386-402 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.790383
Schlagwörter	Early Childhood Education; Teacher Student Relationship; Preschool Teachers; Preschool Children; Kindergarten; Behavior Patterns; Attitude Measures; Rating Scales; Multivariate Analysis; Classification; Teacher Attitudes; Student Attitudes; Social Cognition; Foreign Countries; Questionnaires; Interviews; Greece + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Rating-Skala; Multivariate Analyse; Classification system; Klassifikation; Klassifikationssystem; Lehrerverhalten; Schülerverhalten; Soziale Kognition; Ausland; Fragebogen; Interviewing; Interviewtechnik; Griechenland
Abstract	The purpose of this study was to examine kindergarten teachers' and children's perceptions of their relationships following a person-centred approach, and to describe patterns of relationships between them. 67 Kindergarten teachers and 403 children completed two measures designed to explore their perceptions of their relations. Four patterns of kindergarten teacher-child relationships were identified both from teachers and children reports. Results showed that three of the reported patterns resembled patterns reported by other researchers for teacher-child relationships. An interesting finding was that the notion of dependency and its relation with closeness and conflict had a different interpretation from teachers in the Greek educational context. Practical and theoretical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10