2,741
Views
19
CrossRef citations to date
0
Altmetric
Original Articles

“My Teacher Helps Me”: Assessing Teacher-Child Relationships From the Child’s Perspective

Pages 29-41 | Received 05 Mar 2014, Accepted 25 Aug 2014, Published online: 23 Dec 2015

References

  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229.
  • Birch, S., & Ladd, G. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79.
  • Birch, S., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934–946.
  • Bowlby, J. (1984). Attachment and loss, volume 1: Attachment. London, England: Penguin.
  • Bretherton, I. (1999). Internal working models in attachment relationships: A construct revisited. In J. Cassidy & P. Shaver (Eds.), Handbook of attachment: Theory, research and clinical applications (pp. 89–111). New York, NY: Guilford Press.
  • Bretherton, I., & Oppenheim, D. (2003). The MacArthur Story Stem Battery: Development, administration, reliability, validity and reflections about meaning. In R. N. Emde, D. P. Wolf, & D. Oppenheim (Eds.), Revealing the inner worlds of young children: The MacArthur story stem battery and parent-child narratives (pp. 27–54). New York, NY: Oxford University Press.
  • Bretherton, I., Ridgeway, D., & Cassidy, J. (1990). Assessing the internal working models of the attachment relationship: An attachment story completion task for 3-year-olds. In M. T. Greenberg, D. Cicchetti, & E. M. Cummings (Eds.), Attachment in the preschool years: Theory, research, and intervention (pp. 273–308). Chicago, IL: University of Chicago Press.
  • Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental process. Handbook of Child Psychology, 1, 993–1029.
  • Burchinal, M., Peisner-Feinberg, E. S., Bryant, D., & Clifford, R. (2000). Children’s social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity. Applied Developmental Science, 4(3), 149–165.
  • Burchinal, M., Peisner-Feinberg, E. S., Pianta, R. C., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415–436.
  • Dunn, L. M., & Dunn, L. M. (2007). Peabody picture vocabulary test IV. San Antonio, TX: Pearson.
  • Ewing, A. R., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher-child relationship quality and children’s behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92–105.
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. doi:10.1037/0022-0663.95.1.148
  • Fury, G., Carlson, E. A., & Sroufe, L. A. (1997). Children’s representations of attachment relationships in family drawings. Child Development, 68, 1154–1164. doi:10.2307/1132298
  • Graves, S. L., & Howes, C. (2011). Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality. School Psychology Quarterly, 26(3), 202–214.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. doi:10.1111/cdev.2001.72.issue-2
  • Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure. Child Development, 76(5), 949–967.
  • Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. Bear & K. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 59–72). Bethesda, MD: National Association of School Psychologists.
  • Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17, 115–136.
  • Harrison, L. J., Clarke, L., & Ungerer, J. A. (2007). Children’s drawings provide a new perspective on teacher-child relationship quality and school adjustment. Early Childhood Research Quarterly, 22, 55–71.
  • Howes, C., & Shivers, E. (2006). New child-caregiver attachment relationships: Entering child-care when the caregiver is and is not an ethnic match. Social Development, 15, 574–590.
  • Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289–301.
  • Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43, 303–320.
  • Kennedy, E. (1997). A study of students’ fears of seeking academic help from teachers. Journal of Classroom Interaction, 32, 11–17.
  • Kesner, J. E. (2000). Teacher characteristics and the quality of child-teacher relationships. Journal of School Psychology, 38, 133–149. doi:10.1016/S0022-4405(99)00043-6
  • Kienbaum, J., Volland, C., & Ulich, D. (2001). Sympathy in the context of mother-child and teacher-child relationships. International Journal of Behavioral Development, 25(4), 302–309. doi:10.1080/01650250143000076
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
  • Ladd, G., Birch, S., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373–1400.
  • Maldonado-Carreno, C., & Votruba-Drzal, E. (2011). Teacher-child relationships and the development of academic and behavioral skills during elementary school: A within- and between child analysis. Child Development, 82(2), 601–616. doi:10.1111/j.1467-8624.2010.01533.x
  • Mantzicopoulos, P. (2005). Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables. Journal of School Psychology, 43, 425–442.
  • Mantzicopoulos, P., & Neuharth-Pritchett, S. (2003). Development and validation of a measure to assess Head Start children’s appraisals of teacher support. Journal of School Psychology, 41, 431–451.
  • Murray, C., & Murray, K. M. (2004). Child level correlates of teacher-student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations. Psychology in the Schools, 41(7), 751–762.
  • Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher-student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29, 49–61.
  • O’Connor, E. (2010). Teacher-child relationships as dynamic systems. Journal of School Psychology, 48, 187–218.
  • Oppenheim, D. (1997). The Attachment Doll Play Interview for Preschoolers. International Journal of Behavioral Development, 20(4), 681–697.
  • Peisner-Feinberg, E. S., Burchinal, M., Clifford, R., Culkin, M., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534–1553.
  • Pianta, R., Nimetz, S., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263–280.
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
  • Pianta, R. C. (2001). Student-teacher relationship scale: Professional manual. Odessa, FL: Psychological Assessment Resources.
  • Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system manual. Baltimore, MD: Brookes Publishing.
  • Pianta, R. C., & Steinberg, M. S. (1992). Relationships between children and kindergarten teachers from the teachers’ perspective. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children’s lives (pp. 61–80). San Francisco, CA: Jossey-Bass.
  • Rudasill, K. M. (2011). Child temperament, teacher-child interactions and teacher-child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26, 147–156.
  • Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Phence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17(2), 271–291.
  • Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528–535.
  • Saft, E. W., & Pianta, R. C. (2001). Teachers’ perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16(2), 125–141.
  • Schmitt, M. B., Pentimonti, J. M., & Justice, L. M. (2012). Teacher-child relationships, behavior regulation and language gain among at-risk preschoolers. Journal of School Psychology, 50, 681–699.
  • Spilt, J. L., Koomen, H. M. Y., & Mantzicopoulos, P. (2010). Young children’s perceptions of teacher-child relationships. Journal of Applied Developmental Psychology, 31, 428–438.
  • Valeski, T. N., & Stipek, D. (2001). Young children’s feelings about school. Child Development, 72(4), 1198–1213.
  • Vu, J. A., & Howes, C. (2012). Examining Mexican-heritage children’s representations of mothers and teachers in preschool. Journal of Research in Childhood Education, 26, 91–106.
  • Zhang, X., & Nurmi, J. (2012). Teacher-child relationships and social competence: A two-year longitudinal study of Chinese preschoolers. Journal of Applied Developmental Psychology, 33, 125–135.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.