Teacher-Child Interactions and Preschool Children's Perceptions of Self and Peers

Colwell, Malinda J.; Lindsey, Eric W.

doi:10.1080/03004430303096

Cited by 45 publications

(37 citation statements)

References 23 publications

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“…Crosssectional studies (e.g. Colwell & Lindsey, 2003;Demaray, Malecki, Rueger, Brown, & Summers, 2009;Hardre & Reeve, 2003;Muijs, 1997;Parsons, Kaczala, & Meece, 1982;Patrick, Mantzicopoulos, Samarapungavan, & French, 2008;Pekrun, 1990;Valeski & Stipek, 2001) have provided evidence for the link between supportive teacher-child interactions and children's self-concept, especially the academic and global self-concept. For example, the academic competence of kindergartners (Patrick et al, 2008) and adolescents (Parsons et al, 1982) was linked to teacher praise.…”

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Teacher–child interactions: relations with children's self‐concept in second grade

Leflot

Onghena

Colpin

2010

Infant and Child Development

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This study examined whether teacher-child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self-concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher-child interactions and child reports of self-concept. Results showed that, when controlling for the initial level of self-concept, children's social self-concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic selfconcept. Finally, these teacher-child interaction characteristics did not contribute to the behavioural and global self-concept. The results were similar for boys and girls.

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confidence: 98%

Teacher–child interactions: relations with children's self‐concept in second grade

Leflot

Onghena

Colpin

2010

Infant and Child Development

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“…Os resultados da nossa investigação parecem indicar que esta tendência surge já no fi m do período pré-escolar: observou-se uma diminuição estatisticamente signifi cativa no autoconceito das crianças, dos 4 anos para os 5 anos de idade, para as subescalas de aceitação dos pares e aceitação materna e para o compó-sito de aceitação social percebida. Desta forma, os nossos resultados reforçam os de investigações anteriores (Colwell & Lindsey, 2003;Mantzicopoulos, 2004). No entanto, é interessante e importante frisar que este declínio não se deu em todos os domínios do autoconceito, mas apenas naqueles que se referem à Aceitação Social.…”

Section: Discussionunclassified

“…Por outro lado, alguns estudos revelaram a existência de correlações negativas signifi cativas entre a idade das crianças e a perceção do self, indicando que crianças mais novas têm perceções do self mais elevadas, comparativamente a crianças mais velhas (Colwell & Lindsey, 2003;Mantzicopoulos, 2004). Colwell e Lindsey (2003) analisaram as representações do self de crianças com uma idade média de 5 anos, por meio de uma entrevista de fantoches e Mantzicopoulos (2004) analisou as autoperceções do self através da PSPCSA em crianças com uma idade média de 5 anos de idade.…”

Section: Efeitos Da Idade No Autoconceitounclassified

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Efeitos de Idade e Sexo no Autoconceito de Crianças Pré-Escolares

Pinto¹,

Gatinho²,

Fernandes³

et al. 2015

Psicol. Reflex. Crit.

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ResumoPoucas são as investigações sobre o autoconceito realizadas com crianças de idade pré-escolar. Neste estudo procuramos contribuir para uma melhor compreensão do desenvolvimento normativo do autoconceito, no período pré-escolar, nomeadamente, através da análise dos efeitos que o sexo e a idade têm no mesmo. Tratando-se de um estudo longitudinal, a amostra foi composta por 83 crianças portuguesas, avaliadas no seu autoconceito aos quatro e aos cinco anos de idade, através da Pictorial Scale of Perceived Competence and Social Acceptance for Young Children -PSPCSA. As crianças apresentaram resultados muito elevados em todos os domínios do autoconceito, em ambas as idades Os dados parecem indicar que os elevados valores do autoconceito começam a declinar já no fi m do período pré-escolar, pelo menos em alguns domínios, sugerindo, dessa forma, um desenvolvimento diferenciado do autoconceito, consoante os diferentes domínios avaliados. Finalmente, parecem existir diferenças no autoconceito relacionadas com o sexo das crianças, favorecendo os rapazes. Os nossos resultados contribuem para uma melhor compreensão do processo de desenvolvimento do autoconceito. Palavras-chave: Autoconceito, pré-escolar, género. AbstractThere are few investigations on the self-concept of preschool children. The aim of this study is to contribute to a better understanding of the normative development of self-concept in preschool children, particularly by analyzing the effects of gender and age. In a longitudinal study, our sample consisted of 83 Portuguese children, and data were collected at four and fi ve years old. Self-concept was measured by the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children -PSPCSA. Children presented very high results in all areas of self-concept at both ages. Data seem to indicate that self-concept starts to decline towards the end of the preschool period, at least in some areas. Results suggest a differentiated process of self-development, according to the different domains assessed. Finally, there seem to be differences in self-concept related to the children's gender, favoring boys. Our results contribute to a better understanding of the developmental process of self-concept.

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“…The quality of the teacher-child relationship relies not only on the personal characteristics of the teacher and the child, but also on a series of factors such as: the behavioral tendency of the pupil (Birch & Ladd, 1998), the relationships between the teacher and parents (Howes & Matheson, 1992;Rydell, Bohlin, & Thorell, 2005), the child's temperament and linguistic skills (Rudasill, Rimm-Kaufmann;Fumoto, Hargreaves, & Maxwell, 2007), the baby's gender (Myers & Pianta, 2008;Colwell & Lindsey, 2003), the teacher's sense of efficacy Mashburn et al, 2008), the possession of an academic degree and possible disability in the pupil (Eisenhower, Blaker, & Blacher, 2007). Nevertheless, the research on the teacher-child relationship is rarely extended to subjects with disability (Robertson et al, 2003).…”

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confidence: 99%

Medición cualitativa de la interacción profesor-alumno en el trastorno de autismo

Longobardi¹,

Prino²,

Pasta³

et al. 2015

Ejihpe

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The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children. Key words: Teacher-child relationship, Autism spectrum disorder, Teaching assistant, Inclusion. Medición cualitativa de la interacción profesor-alumno en el trastorno de autismo.La relación profesor-alumno tiene un rol fundamental para el bienestar del alumno repercutiendo sobre el desarrollo emocional, los logros académicos, el comportamiento y las relaciones con los compañeros. El objetivo de este estudio es comparar las percepciones del profesor de la clase con las del profesor de apoyo sobre su relación con alumnos con trastornos del espectro autista (ASD; N=14; edad media =90,07 meses; SD=19,36) y con alumnos del grupo de control (4 compañeros por cada alumno del grupo experimental, por un total de 56 alumnos, edad media = 80,36 meses; SD=18,33). El profesor de la clase tiene una percepción de la relación con alumnos con ASD caracterizada por un mayor nivel de Conflicto y un menor nivel de Cercanía, comparado con la percepción de la relación con alumnos del grupo 317; df= 14,931; p<0,01; Cercanía: t= 5,638; df = 65; p < 0,001). La percepción de los dos profesores converge solo en la dimensión Conflicto (r=0,769; p < 0,01). En cuanto a las habilidades de adaptación de los alumnos solamente las habilidades sociales se correlacionan con la Cercanía. Esto se cumple en la percepción del profesor de apoyo (r=0,598; p<0,05). Por último consideramos cómo la percepción de la interacción está relacionada con los datos socio-personales y profesionales de los profesores y las características sociales de los alumnos.

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Teacher-Child Interactions and Preschool Children's Perceptions of Self and Peers

Cited by 45 publications

References 23 publications

Teacher–child interactions: relations with children's self‐concept in second grade

Teacher–child interactions: relations with children's self‐concept in second grade

Efeitos de Idade e Sexo no Autoconceito de Crianças Pré-Escolares

Medición cualitativa de la interacción profesor-alumno en el trastorno de autismo

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