Associations between Parent-Teacher and Teacher-Child Relationships and Children's Socioemotional Functioning

Autor/inn/en	Jeon, Hyun-Joo; McCartney, Christina M.; Richard, Victor; Johnson, Sara Jo; Kwon, Kyong-Ah
Titel	Associations between Parent-Teacher and Teacher-Child Relationships and Children's Socioemotional Functioning
Quelle	In: Early Child Development and Care, 191 (2021) 15, S.2407-2421 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeon, Hyun-Joo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1711747
Schlagwörter	Correlation; Parent Teacher Cooperation; Early Childhood Teachers; Child Caregivers; Toddlers; Mothers; Fathers; Gender Differences; Family Characteristics; Teacher Characteristics; Social Development; Emotional Development; Parent Caregiver Relationship; Caregiver Child Relationship; Measures (Individuals); Teacher Student Relationship; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Korrelation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Infant; Infants; Toddler; Kleinkind; Mother; Mutter; Geschlechterkonflikt; Soziale Entwicklung; Gefühlsbildung; Messdaten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examined whether mother-teacher, father-teacher, teacher-parent, and teacher-child relationships were linked to the socioemotional functioning of children (N = 42) aged 18-40 months. Results indicated that when mothers perceived their child's teacher more positively, fathers perceived the teacher more positively. In turn, teachers also perceived the parents more positively, which was related to their relationship with the child. Though teachers' perceptions of the parent were not directly related to their perceptions of children's socioemotional functioning, the link was mediated through the teacher-child relationship. However, mothers' perceptions of the teacher were not related to the teacher's relationship with the child nor the teacher's perception of the child's socioemotional functioning. Our findings stress the importance of building positive relationships between teachers and children's parents, and that these relationships contribute to teachers' relationships with children and children's socioemotional functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01