Teacher–Child Relationships and Children's Externalizing Behaviors in Head Start

Abstract

This study explored the association between teacher–child relationship quality and Head Start children's externalizing behaviors. We also investigated the associations among teacher, student, and classroom characteristics and teacher–child relationship quality. Data were gathered from 100 Head Start children and their teachers. Teacher–child conflict, cohesion, dependency, and positive interactions significantly predicted children's externalizing behaviors with conflict being the strongest and most consistent predictor. Teacher experience and child age were significantly associated with teacher–child relationship quality. The findings have implications for researchers, practitioners, and policymakers in understanding how to strengthen teacher–child relationships in order to promote Head Start children's behavioral competence.

Keywords:

• behavior problems
• childcare/daycare
• poverty

ACKNOWLEDGMENTS

This study was supported by a Head Start Research Scholars grant (Award 90YD0213). We acknowledge the teachers, parents, and children in the Head Start centers where we conducted this research.

Jessica E. Vick Whittaker is now at the Center for Advanced Study of Teaching and Learning, University of Virginia.

Notes

^tTeacher-report measure. °Observational measure.

**p ≤ .01.

^aMale = 0, female = 1.

*p ≤ .05.

**p ≤ .001.