Teacher–child interpersonal dynamics: a closer look at prekindergarten children’s classroom experience

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Christine N. Maynard (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Karen La Paro

Abstract: Data from three large national datasets were examined to determine the extent to which teacher-child relationships and teacher-child classwide interactions operate as unique and important interpersonal dynamics in early childhood classrooms. Confirmatory factor analysis using structural equation modeling and principle components analysis indicated in all three datasets that teacher-child relationships and teacher-child classwide interactions were best conceptualized as separate and unrelated concepts. Teacher-child relationships, but not interactions, were significantly associated with children's achievement in reading and math, and only in one dataset. Teacher-child relationships also were significantly associated with children's classroom behavior during preschool in two datasets, and these prekindergarten teacher-child relationships were significantly related to children's kindergarten problematic behavior in all three datasets. Specific to interactions, only one main effect was found, but exploratory analyses indicating possible moderating effects of classwide interaction quality on the association between teacher-child relationships and children's outcomes are discussed. Additional analyses were conducted, and are discussed, examining the potential moderation of associations between teacher-child interpersonal dynamics and children's outcomes by children's temperament.

Additional Information

Language: English
Date: 2013
Prekindergarten, Teacher-child interactions, Teacher-child interpersonal dynamics, Teacher-child relationships
Teacher-student relationships $x Psychological aspects
Education, Preschool
Early childhood teachers
Classroom environment

Email this document to