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Citations (36)
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Burcu Ceylan Esenturk & Derya Asi. (2023) Teachers predicting self-regulation skills of children: the relationships among teacher beliefs, teaching intentions and preschoolers’ self-regulation skills. Education 3-13 51:7, pages 1195-1207.
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Katherine W. Paschall, Melissa A. Barnett, Ann M. Mastergeorge, Xiaomin Li & Maria Belinda Vasquez. (2023) A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students. Early Education and Development 34:5, pages 1172-1190.
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Sara Baker & Soizic Le Courtois. (2022) Agency, children’s voice and adults’ responsibility. Education 3-13 50:4, pages 435-438.
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Hülya Gülay Ogelman. (2021) Examining peer relationships of young children in terms of teacher–child relationship. Early Child Development and Care 191:16, pages 2508-2515.
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Michael Osei Aboagye, Jinliang Qin, Siyuan Chen, Collins Opoku Antwi & Seth Yeboah Ntim. (2021) Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link. Early Child Development and Care 191:15, pages 2422-2439.
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Hyun-Joo Jeon, Christina M. McCartney, Victor Richard, Sara Jo Johnson & Kyong-Ah Kwon. (2021) Associations between parent-teacher and teacher-child relationships and children’s socioemotional functioning. Early Child Development and Care 191:15, pages 2407-2421.
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Andrea Khalfaoui, Rocío García-Carrión & Lourdes Villardón-Gallego. (2020) Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships. European Early Childhood Education Research Journal 28:5, pages 701-711.
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Jason T. Downer, Nicole B. Doyle, Robert C. Pianta, Margaret Burchinal, Samuel Field, Bridget K. Hamre, Jennifer LoCasale-Crouch, Carollee Howes, Karen LaParo & Catherine Scott-Little. Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement. Early Education and Development 0:0, pages 1-31.
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Shivaun O’Brien, John O’Hara, Gerry McNamara, Joe O’Hara, Sharon Hogan, Jerrianne Sullivan, Peter Tobin, Fiona Joyce, Rosa Devine & Sandra Irwin-Gowran. Student participation in Irish primary schools. Education 3-13 0:0, pages 1-18.
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Articles from other publishers (27)
Kyle DeMeo Cook, Eleanor Fisk, Caitlin McPherran Lombardi & Kevin Ferreira van Leer. (2023) Caring for Whole Families: Relationships Between Providers and Families During Infancy and Toddlerhood. Early Childhood Education Journal 52:5, pages 921-933.
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Yufeng Wang, Guohai Jiang, Zhendong Yao & Lei Liu. (2024) The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions. Frontiers in Psychology 14.
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Anna J. Markowitz. (2024) Within-Year Teacher Turnover in Head Start and Children’s School Readiness. AERA Open 10.
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Sneha Pimpalkhute, James Pooley, Stephanie Wilkins, Kris Varjas, Catherine Perkins & Joel Meyers. (2023) Educators’ perceptions of the costs and benefits of pursuing positive teacher-student relationships in middle schools. Teaching and Teacher Education 135, pages 104347.
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Martina Andersson Søe, Elinor Schad & Elia Psouni. (2023) Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building. Child & Youth Care Forum 52:6, pages 1249-1271.
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Erin E. Hamel, Pearl Avari, Holly Hatton-Bowers & Rachel E. Schachter. (2023) ‘The Kids. That’s My Number One Motivator’: Understanding Teachers’ Motivators and Challenges to Working in Early Childhood Education. Early Childhood Education Journal.
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Hui Li, Wei Chen, Huihua He & Wenwei Luo. (2023) Chinese Private Preschool Teachers’ Teaching Readiness and Teacher–Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy. Behavioral Sciences 13:11, pages 900.
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Amy Wolfe, Tiffany Rowland & Jennifer Creque Blackburn. (2023) “Half the Teacher I Once Was”: Ohio Early Childhood Educators Describe their Mental Well-Being During the First Year of the COVID-19 Pandemic. Early Childhood Education Journal.
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Adela Redeș, Dana Rad, Alina Roman, Mușata Bocoș, Olga Chiș, Claudiu Langa, Daniela Roman, Daniel Mara, Elena-Lucia Mara, Alina Costin, Editha Coșarbă & Ciprian Baciu. (2023) The Effect of the Organizational Climate on the Integrative–Qualitative Intentional Behavior in Romanian Preschool Education—A Top-Down Perspective. Behavioral Sciences 13:4, pages 342.
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Angie Rosati & Jacqueline Lynch. (2022) Professional Learning on the Neuroscience of Challenging Behavior: Effects on Early Childhood Educators’ Beliefs and Practices. Early Childhood Education Journal 51:2, pages 235-245.
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Şeymanur BATTAL & Berrin AKMAN. (2022) Responsive Classroom Management Practices in the Context of Preschool Teachers’ Professional ExperiencesOkul Öncesi Öğretmenlerinin Mesleki Deneyimleri Bağlamında Duyarlı Sınıf Yönetimi Uygulamaları. Cukurova University Faculty of Education Journal 51:3, pages 1739-1768.
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Wendy Saeme Lee. (2022) Emotional Sensibility Observation Scale: Measuring Quality Relationships and Early Childhood Educators’ Emotional Perceptibility in Responding to Children’s Cues. Education Sciences 13:1, pages 9.
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Naya Choi, Sujeong Kang & Doyeon Kim. (2021) Effects of Temperament and Parent–Child Interactions on Children’s Interest in Learning English: The Case of English Immersion Institutions. The Asia-Pacific Education Researcher 31:6, pages 647-656.
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Baiba Kaļķe, Sanita Baranova & Līga Āboltiņa. (2022) Self-Assessment of the Professional Competence of Preschool Teaching Student. Acta Paedagogica Vilnensia 48, pages 116-128.
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Robin C. Sayers, Rebecca Dore, Kelly M. Purtell, Laura Justice, Logan Pelfrey & Hui Jiang. 2022. Research Anthology on Balancing Family-Teacher Partnerships for Student Success. Research Anthology on Balancing Family-Teacher Partnerships for Student Success
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Ashley E. Shafer, Shannon B. Wanless & Jennifer O. Briggs. (2022) Toddler teachers' responses to tantrums and relations to successful resolutions. Infant and Child Development 31:3.
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Athanasios Gregoriadis, Anastasia Vatou, Nikolaos Tsigilis & Vasilis Grammatikopoulos. (2022) Examining the Reciprocity in Dyadic Teacher-Child Relationships: One-With-Many Multilevel Design. Frontiers in Education 6.
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Amy Nivette, Ingrid Obsuth, Denis Ribeaud & Manuel Eisner. (2021) Fair Teachers, Fair Police? Assessing the Pathways between Perceptions of Teacher and Police Authority in Childhood and Adolescence. Journal of Youth and Adolescence 51:2, pages 193-207.
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Mandy Cooke & Susanne Francisco. (2020) The Practice Architectures that Enable and Constrain Educators’ Risk-Taking Practices in High Quality Early Childhood Education. Early Childhood Education Journal 49:6, pages 1073-1086.
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Katarina Nilfyr, Jonas Aspelin & Annika Lantz-Andersson. (2021) Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study. Education Sciences 11:11, pages 692.
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Wendy Boyd, Nicole Green & Jessie Jovanovic. 2021. Learning and Teaching in Early Childhood. Learning and Teaching in Early Childhood.
María Teresa Vizcarra Morales, Elena López-de-Arana Prado & Rakel Gamito Gomez. (2021) Del Periodo de Adaptación al Tiempo de Acogida. Una Reflexión Colaborativa en Educación Infantil. Revista Complutense de Educación 32:3, pages 487-497.
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Robin C. Sayers, Rebecca Dore, Kelly M. Purtell, Laura Justice, Logan Pelfrey & Hui Jiang. 2021. Supporting Children’s Well-Being During Early Childhood Transition to School. Supporting Children’s Well-Being During Early Childhood Transition to School
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Andrea Khalfaoui, Rocío García-Carrión & Lourdes Villardón-Gallego. (2020) A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education. Early Childhood Education Journal 49:1, pages 71-81.
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Regine Schelle, Tina Friederich & Christina Buschle. (2020) Qualität in der Kita. Mögliche Impulse eines interaktionistischen Professionalitätsverständnisses ‒ Ein Diskussionsbeitrag. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 15:2-2020, pages 199-216.
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Nardia Zendarski, Kristina Haebich, Sampada Bhide, Jeremy Quek, Jan M. Nicholson, Kate E. Jacobs, Daryl Efron & Emma Sciberras. (2020) Student–teacher relationship quality in children with and without ADHD: A cross-sectional community based study. Early Childhood Research Quarterly 51, pages 275-284.
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Elviira Lehto, Carola Ray, Henna Vepsäläinen, Liisa Korkalo, Reetta Lehto, Riikka Kaukonen, Eira Suhonen, Mari Nislin, Kaija Nissinen, Essi Skaffari, Leena Koivusilta, Nina Sajaniemi, Maijaliisa Erkkola & Eva Roos. (2018) Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level. International Journal of Environmental Research and Public Health 15:10, pages 2313.
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