Classroom Observations of Teacher-Child Relationships among Racially Symmetrical and Racially Asymmetrical Teacher-Child Dyads

Autor/inn/en	Ho, H.; Gol-Guven, M.; Bagnato, S. J.
Titel	Classroom Observations of Teacher-Child Relationships among Racially Symmetrical and Racially Asymmetrical Teacher-Child Dyads
Quelle	In: European Early Childhood Education Research Journal, 20 (2012) 3, S.329-349 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2012.704759
Schlagwörter	Child Behavior; Emotional Intelligence; Teacher Behavior; Social Development; Disadvantaged Youth; Preschool Children; Teacher Student Relationship; Observation; Racial Factors; Racial Differences; Student Behavior; Interaction; Cultural Differences; Early Intervention; Preschool Teachers; Interpersonal Competence; Emotional Development; African Americans; Whites; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Teacher behaviour; Lehrerverhalten; Soziale Entwicklung; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Rassenunterschied; Student behaviour; Schülerverhalten; Interaktion; Kultureller Unterschied; Erzieher; Erzieherin; Kindergärtnerin; Interpersonale Kompetenz; Gefühlsbildung; Afroamerikaner; White; Weißer
Abstract	Literature suggests that teachers are more likely to have conflictual relationship with children from racially/ethnically diverse background in comparison to white children. One may argue that children from racially/ethnically diverse background may be at disadvantage because the teacher-child relationship in early childhood is a significant predictor of later school achievement. This study examined the intertwined relations between child behavior, teacher behavior, and teacher-child interaction to understand how these variables interact and shape the quality of the teacher-child relationships. The aim was to understand whether teacher-child race match matters to the quality of teacher-child relationships. Four culturally and linguistically diverse Head Start classrooms including 41 children and eight female teachers participated in the study. The observational data and teacher ratings of child social-emotional competence were collected. Findings suggested that race does play a role in the process of building teacher-child relationships. The implications for practice and limitation are also discussed. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10