Maternal, Teacher, and Child Care History Correlates of Children's Relationships with Peers

Howes, Carollee; Matheson, Catherine; Hamilton, Claire E.

doi:10.1111/j.1467-8624.1994.tb00749.x

Cited by 115 publications

(99 citation statements)

References 19 publications

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“…In contrast, the quality of the teachers` caregiving style showed modest correlations in the expected direction: The more warmly the teacher behaved, the more sympathetic-prosocial and the less avoidant reactions the children showed. Because warmth is a variable that is frequently part of the operationalization of a secure attachment relationship, this result supports the findings of studies conducted within the framework of attachment theory (Howes et al, 1994;Mitchell-Copeland et al, 1997).…”

Section: Discussionsupporting

confidence: 79%

“…Perhaps the fact that we neither found direct nor moderating effects of the mother-child relationship on the child`s reactions to distress is due to the fact that they were assessed in kindergarten. The effects of the teacher-child relationship could also be explained by a "context effect" because both teacher-child relationship and child`s reactions to distress were measured in the same context, namely the kindergarten (Harris, 1995;Howes et al, 1994).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, it would seem that a secure teacher-child attachment compensated for an insecure mother-child attachment. Additionally, Howes, Matheson, and Hamilton (1994) found that 4-year-old children classified as securely attached to their current and first preschool teachers were rated as more socially competent with unfamiliar peers than were children classified as having an insecure relationship with their teachers. Current teacher-child relationships better differentiated peer outcomes than did contemporary maternal attachment relations or child care history.…”

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confidence: 99%

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Sympathy in the context of mother-child and teacher-child relationships

Kienbaum

Volland

Ulich

2001

International Journal of Behavioral Development

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Sympathy in the context of mother-child and teacher-child relationshipsSpecifically, we were interested in the interactions between child characteristics (sex, inhibition toward strangers) and socialisation practices of child care teachers (Study I) and mothers` caregiving style (Study II). Participants in Study I were 105 five-year-old children who were confronted with the simulated distress of a puppet; 25 teachers were observed while interacting with the children during free play and 93 parents rated their child`s inhibition. Participants in Study 2 were 79 fiveyear-old-children and their mothers. As in Study I, the children`s reactions to distress were observed. The mothers rated their child`s inhibition and participated in an interview to assess the quality of their caregiving style. Positive, albeit weak, relations occurred between child care teachers`warmth and children`s sympathetic-prosocial reactions to distress; no direct effects emerged for maternal behaviour. Negative, albeit weak, associations were found between inhibition and sympathetic-prosocial reactions. These relations improved when interactions between sex, inhibition and the caregiving-style of the teachers (but not of the mothers) were taken into account. The results are discussed with regard to the context-specificity of socialisation.We gratefully acknowledge the children, parents and teachers for their participation in this study. We also wish to thank Ulrike Eberhardt, Sylvia Koch, Elisabeth Schmid and the many other students who worked with us on this study. Finally, we would like to thank the three anonymous reviewers for their comments.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Sympathy in the context of mother-child and teacher-child relationships

Kienbaum

Volland

Ulich

2001

International Journal of Behavioral Development

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“…The current findings are consistent with previous research establishing poor childpeer interactions in children without an involved father (Amato & Dorius, 2010;Amato & Keith, 1991;Clarke-Stewart et al, 2000;Crockenberg, 1981;Hetherington et al, 1982;Lopez et al, 2000;Nair & Murray, 2005;Woodward et al, 2000). Additionally, the level of both maternal and paternal attachment security found in the current study was consistent with that measured in previous observational research (Howes, Matheson, & Hamilton, 1994;Lundy, 2002;Nakagawa, Teti, & Lamb, 1992).…”

Section: Discussionsupporting

confidence: 83%

Applying Pleck's model of paternal involvement to the study of preschool attachment quality: a proof of concept study

Kennedy

Betts

Dunn

et al. 2014

Early Child Development and Care

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Recent re-conceptualisation of paternal involvement (Pleck, J. H. (2010). Paternal involvement: Revised conceptualization and theoretical linkages with child outcomes. In M. Lamb (Ed.), The role of the father in child development (5th ed., pp. 67-107). London: Wiley), while proving fruitful, has yet to be applied to investigations into what extent a father's level of involvement may affect childpeer interactions in the preschool age range, over and above the effects of motherchild attachment quality and socio-economic status (SES). Patterns of associations between attachment quality, sensitivity and general caregiving behaviours have also yet to be compared in equally involved mothers and fathers. Thirty preschool children (17 males:13 females) with similar SES profiles and their immediate caregivers participated in hour-long observations, conducted in the home. Even when attachment quality was controlled for, children with low paternal involvement were found to have higher levels of child-peer aggression. Further, patterns of effects between caregiver sensitivity, child-caregiver attachment quality and general caregiver interactions were similar for equally involved mothers and fathers. These preliminary data support the concept of applying Pleck's (2010) re-conceptualisation of paternal involvement to preschool attachment, and have implications towards the wider study of child-father attachment. Limitations of the current study and directions for future research are discussed.

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“…Several studies have examined how the quality of the student-teacher relationship relates to children's classroom behavior. Recent research demonstrates that a positive student-teacher relationship characterized by warmth and closeness decreases children's subsequent aggressive behavior in the classroom (Hughes, Cavell, & Jackson, 1999) and is a protective factor for children at risk of behavioral problems (Howes, Matheson, & Hamilton, 1994;Pianta, Steinberg, & Rollins, 1995). Hamre and Pianta (2001) found that kindergarteners whose relationships with teachers were characterized by dependency and low conflict had fewer disciplinary actions and were less likely to be suspended from school through the eighth grade.…”

mentioning

confidence: 99%

The role of emotion regulation in children's early academic success

Graziano

Reavis

Keane

et al. 2007

Journal of School Psychology

729

445

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This study investigated the role of children's emotion regulation skills and academic success in kindergarten, using a sample of 325 five-year-old children. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing and independent learning behavior, both of which are important for academic motivation and success.Keywords emotion regulation; academic success; student-teacher relationship; behavior problems; elementary students The Role of Emotion Regulation in Children's Early Academic SuccessThe early childhood years have recently been identified as a crucial period for the development of important executive functions such as attention, inhibition, working memory (Anderson, 2002;Blair, 2002) and literacy skills (Aram, 2005) that are necessary for successful school transition and later academic success. Children demonstrating early academic and learning difficulties are not only more likely to display later academic difficulties including school drop-out (Horn & Packard, 1985), but they are also at risk for developing later peer rejection (Ladd, 1990;Risi, Gerhardstein, & Kistner, 2003) as well as emotional and behavioral disorders including conduct disorder (Bennett, Brown, Boyle, Racine, & Offord, 2003; Moffit, Gabrielli, Mednick, & Schulsinger, 1981). Given these negative outcomes as well as the consistent finding that academic success tends to be stable after first grade (Entwisle & Hayduk, 1988), researchers have attempted to examine sociocultural, school, family, and individual factors that contribute to a child's early school Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public AccessAuthor Manuscript J Sch Psychol. Author manuscript; available in PMC 2010 December 20. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript success. Among the individual factors associated with academic success, most resear...

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Maternal, Teacher, and Child Care History Correlates of Children's Relationships with Peers

Cited by 115 publications

References 19 publications

Sympathy in the context of mother-child and teacher-child relationships

Sympathy in the context of mother-child and teacher-child relationships

Applying Pleck's model of paternal involvement to the study of preschool attachment quality: a proof of concept study

The role of emotion regulation in children's early academic success

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