Family-School Connectedness and Children's Early Social Development

Autor/inn/en	Serpell, Zewelanji N.; Mashburn, Andrew J.
Titel	Family-School Connectedness and Children's Early Social Development
Quelle	In: Social Development, 21 (2012) 1, S.21-46 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2011.00623.x
Schlagwörter	Preschool Education; Family Characteristics; Parent Teacher Cooperation; Parents; Kindergarten; Teacher Attitudes; Correlation; Teacher Student Relationship; Social Development; At Risk Persons; Preschool Children + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Lehrerverhalten; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Entwicklung; Risikogruppe; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	This study examined the extent to which teacher ratings of the frequency of parent-teacher contacts and quality of parent-teacher relationships in prekindergarten were associated with teachers' perceptions of the quality of their relationship with children and children's social development. Participants were a diverse sample of 2966 four-year-olds who attended publicly funded prekindergarten programs in the USA. Results indicated that after controlling for child and family characteristics, the perceived quality of the parent-teacher relationship during prekindergarten was associated with prekindergarten teachers' ratings of children's social development during prekindergarten and kindergarten teachers' ratings at the beginning of kindergarten. Furthermore, the association between quality of the parent-teacher relationship and reductions in problem behavior was stronger among children who experienced social/economic risks. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10