A person‐centred analysis of teacher–child relationships in early childhood

Abstract

Children who form TCRs characterized by high levels of both conflict and dependency displayed the most pervasive adjustment difficulties. Further investigation is needed to improve our understanding of this group and to assess the plausibility of early intervention strategies.

Observing Toddlers’ Individual Experiences in Classrooms: Initial Use of the Parenting Interactions With Children: Checklist of Observations Linked to Outcomes

“…Teachers who respond to individual children in sensitive and responsive ways help children develop self‐regulation skills (Harrist & Waugh, ). Our findings are supported by the established body of literature regarding older children that has noted similar associations when measuring interactions at the classroom level (Burchinal et al., ; Burchinal et al., ; Curby et al., ) or teacher‐reported relationships with individual children (Gillanders, ; Graziano, Reavis, Keane, & Calkins, ; Hamre & Pianta, ; Hughes, Bullock, & Coplan, ). Given toddlers’ unique interdependence with their teachers, in both maintaining security and establishing autonomy, it is necessary to consider toddlers’ individual interactions with teachers along with classroom‐level experiences.…”

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

“…The preschool child's engage-ment, for example in play, is in itself a protective factor for mental health (Aydogan, 2012;Raspa et al, 2001). Social skills in the form of positive interactions and relationships with friends and teachers are also a protec-tive factor (Cederblad, Dahlin, Hagnell & Hansson, 1994;Hoza, 2007;Hughes, Bullock & Coplan, 2014). Social environmental factors, such as positive teacher responsiveness, with a warm, caring climate, together with peer group interaction, are also reported to be protective factors for the child (Lippard, La Paro, Rouse & Crosby, 2017;.…”

“…In Study IV, children with high levels of engagement and social interaction with teachers and peers, and with low levels of behavioural problems, were associated with several protective indicators and few risk indicators, something that has also been reported by . It is likely that children with high engagement develop good social interaction with peers and teachers and this in turn is a protective factor, generating positive spirals of good mental health (Aydogan, 2012;Hughes et al, 2014). The children in Study IV who show low engagement and low social interaction alone, or in combination with behavioural problems, have fewer protective indicators and several risk indicators.…”

Autism and the U.K. Secondary School Experience

“…The importance of the nature of the relationship forged between any child and his or her teachers is undisputable (Hughes, Bullock, & Coplan, 2014). Teachers who are characterized as trustworthy, sincere, and showing interest in individual students are suggested to be very influential in generating successful learners (RubieDavis, 2007).…”