Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship

Abstract

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

“…The hypothesized impact of the quality of the teacher-student relationship on children's peer relations is supported by correlational studies that report a positive association between teacher-student relationship quality and measures of peer acceptance (Howes et al, 1994;Ladd & Burgess, 2001;Wentzel, 1998). Although the finding of concurrent associations between teacher and peer support is consistent with a causal role for teacher relationship quality on peer support, alternative explanations for the associations are certainly plausible.…”

“…It is well established that a positive teacher-student relationship is a developmental asset for children from preschool to high school (Birch & Ladd, 1997;Crosnoe, Johnson & Elder, 2004;Howes, Hamilton, & Matheson, 1994;Ryan, Stiller, & Lynch, 1994;Wentzel, 1998). Students whose relationships with teachers are characterized by greater closeness and less conflict exhibit lower levels of aggression and other conduct problems (Birch & Ladd, 1998;Hughes, Cavell, & Jackson, 1999;Ladd, Birch & Buhs, 1999;Pianta, Steinberg, & Rollins, 1995;Silver, Measelle, Armstrong, & Essex, 2005) are better accepted by classmates (Hughes, Cavell, & Willson, 2001;Ladd et al, 1999), and achieve at higher levels (Birch & Ladd, 1997;Skinner & Belmont, 1993).…”

“…The teacher may serve as an attachment figure for young children, such that a secure and close relationship with the teacher enables children to cope better with social and academic challenges in preschool and the early elementary grades (Howes et al, 1994;Pianta & Steinberg, 1992;Sroufe, 1983;van Ijzendoorn, Sagi, & Lambermon, 1992). Children who enjoy supportive relationships with teachers and peers are expected to gain confidence in their abilities and to be more motivated to participate in classroom activities (Birch & Ladd, 1997;Gest, Welsh, & Domitrovich, 2005;Ladd et al, 1999;Skinner & Belmont, 1983).…”

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

“…Ao se explicar os comportamentos do aluno (sejam acadêmicos, sociais ou emocionais), podem-se considerar, por exemplo, suas características sociais, biológicas e psicológicas; os aspectos sociopolíticos da educação; o processo ensinoaprendizagem; o relacionamento entre os alunos; ou a relação professor-aluno (Hamre, Pianta, Downer, & Maschburn, 2008;Del Prette, Paiva, & Del Prette, 2005;O'Connor, 2010;Pianta & Walsh, 1996 O professor tem deixado de ser apenas o transmissor de informações e vem passando a apresentar um papel cada vez mais complexo e amplo, construindo os conhecimentos junto aos alunos e, deste modo, adquirindo a importante função de possibilitar aos estudantes que integrem, no processo de aprendizagem das disciplinas, os aspectos cognitivo, afetivo e a formação de atitudes (Henklain & Carmo, 2013;Ribeiro, 2010). Compreende-se, a partir disso, a importância do estudo das interações que a criança estabelece no contexto escolar, especificamente com seus professores, os quais representam -juntamente com os pais e com os colegas -os principais agentes socializadores dos alunos (Del Prette & Del Prette, 2001;Howes, Hamilton, & Matheson, 1994;Merritt, Wanless, Rimm-Kaufman, Cameron, & Peugh, 2012). Estudos sugerem que os pais são importantes para o desenvolvimento social no momento em que a criança entra na escola, mas que a relação professoraluno pode se tornar relativamente mais importante no comportamento posterior do aluno (Runions et al, 2014 3) Indiferença: essas crianças quase não eram notadas pelas professoras e tinham muito menos contato com elas do que com as outras crianças.…”

“…Os estudos indicam que os benefícios de uma interação professor-aluno positiva ocorrem desde os anos escolares inicias até o período da adolescência (Howes et al, 1994;Ryan, Stiller, & Lynch, 1994;Wentzel, 1998), tanto no sentido das vantagens imediatas quanto das que se apresentam a longo prazo.…”