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Direct linkWolcott, Catherine S.; Williford, Amanda P.; Hartz-Mandell, Karyn – Early Education and Development, 2019
The links between a positive teacher-child relationship and young children's academic and social-emotional development have been well established, particularly for children with disruptive behaviors. However, less is known about children's views of the teacher-child relationship and how these representations relate to other established measures.…
Descriptors: Test Reliability, Preschool Children, Personal Narratives, Teacher Student Relationship
Searle, Amelia Kate; Miller-Lewis, Lauren R.; Sawyer, Michael G.; Baghurst, Peter A. – Early Education and Development, 2013
The aim of this prospective study was to identify preschool factors that are associated with children's classroom engagement during their 1st school year. The study was guided by a social-motivational process model that highlights the importance of parent-child and teacher-child relationships in promoting engagement. In preschool, parents and…
Descriptors: Predictor Variables, Kindergarten, Learner Engagement, Parent Child Relationship
Peer reviewedRamos-Marcuse, Fatima; Arsenio, William F. – Early Education and Development, 2001
Examined affectively-charged moral narratives and attachment-related narratives of preschoolers. Found that, after controlling for child age, gender, SES, and expressive language ability, children with more externalizing problems were more likely to describe aggressive themes, and less likely to mention adult aid or taking responsibility for…
Descriptors: Attachment Behavior, Behavior Problems, Emotional Response, Moral Development
