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Early Education and Development Volume 30, 2019 - Issue 5
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Original Articles

The Synergy of Teacher-Child Dependency and Temperament for Children’s Early Language Skills

Kathleen Moritz RudasillSchool of Education, Virginia Commonwealth UniversityCorrespondence[email protected]
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Ibrahim AcarDepartment of Psychology, Ozyegin UniversityORCID Iconhttp://orcid.org/0000-0003-4007-5691View further author information
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Pages 639-654 | Published online: 27 Feb 2019

Citations (6)

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Read on this site (3)

Ibrahim H. Acar, Mefharet Veziroğlu-Çelik, Özge Barata & Selin Altay. (2022) Association between children’s temperament and learning behaviors: contribution of relationships with parents and teachers. Educational Psychology 42:7, pages 875-894.
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Stefania Sette, Federica Zava, Emma Baumgartner, Fiorenzo Laghi & Robert J. Coplan. (2022) Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships. Early Education and Development 33:2, pages 187-203.
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Kathleen Moritz Rudasill. (2021) Child-teacher dependency: The state of the research. Attachment & Human Development 23:5, pages 572-580.
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Articles from other publishers (3)

Jessica Alves, Carolina Guedes & Joana Cadima. (2023) The power of teacher‐toddler relationships and stability of care for language development. Social Development.
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Kathleen Moritz Rudasill, Ibrahim Acar & Yaoying Xu. (2022) Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten. International Journal of Environmental Research and Public Health 19:14, pages 8802.
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Anastasia Vatou, Athanasios Gregoriadis, Nikolaos Tsigilis & Vasilis Grammatikopoulos. (2022) Quality of Teacher–Child Relationships: An Exploration of its Effect on Children’s Emergent Literacy Skills. International Journal of Early Childhood.
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