Teacher-child relationship quality and Chinese toddlers’ developmental functioning: A cross-lagged modelling approach

Liu, Ting; Zhang, Xiao; Zhao, Kun; Chan, Wai Ling 陳惠玲

doi:10.1016/j.childyouth.2020.105192

Cited by 12 publications

(18 citation statements)

References 82 publications

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“…So outdoor engagement in confinement may also mean an elevated risk of contracting COVID-19. It is unclear whether or how changes in the amount of outdoor and indoor time caregivers spend engaging with their preschool-aged children in such a situation affect children's learning behavior and emotional health, especially for children who are experiencing school closures and cannot benefit from usual relationships with peers and teachers (e.g., Liu et al., 2020) .…”

Section: Changes In Caregivers’ Engaged Time In Relation To Preschool...mentioning

confidence: 99%

Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress

Zhang

2022

Early Childhood Research Quarterly

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Section: Changes In Caregivers’ Engaged Time In Relation To Preschool...mentioning

confidence: 99%

Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress

Zhang

2022

Early Childhood Research Quarterly

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“…Positive outcomes have been found for young children across samples of varying risk level, including those with and without disabilities, and across different socio-economic backgrounds, including those from low and middle-income countries (Rhoad-Drogalis et al, 2018;Chen and Wolf, 2021;Goldberg and Iruka, 2022). Studies around the world (e.g., Europe, China, Brazil, Chile, Colombia, Ghana, Greece, Latin America and the Caribbean, Kenya, Turkey, and the United States) have reported these associations using both crosssectional and longitudinal study designs (e.g., Lazzari et al, 2013;Yoshikawa et al, 2015;Gregoriadis et al, 2016;Kagan et al, 2016;Mungai et al, 2017;Soliday Hong and Udommana, 2018;Acar et al, 2019;Bernal et al, 2019;Ponguta et al, 2019;Rosa and Menezes, 2019;Wolf et al, 2019;Liu et al, 2020;Wang et al, 2020;Önder et al, 2020;Hu et al, 2021;Yang et al, 2021;Bartholo et al, 2022). Positive associations between ECEC quality and children's learning and development have also been found across developmental stages and educational settings, including childcare centers and kindergartens (Liu et al, 2020).…”

Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

“…Studies around the world (e.g., Europe, China, Brazil, Chile, Colombia, Ghana, Greece, Latin America and the Caribbean, Kenya, Turkey, and the United States) have reported these associations using both crosssectional and longitudinal study designs (e.g., Lazzari et al, 2013;Yoshikawa et al, 2015;Gregoriadis et al, 2016;Kagan et al, 2016;Mungai et al, 2017;Soliday Hong and Udommana, 2018;Acar et al, 2019;Bernal et al, 2019;Ponguta et al, 2019;Rosa and Menezes, 2019;Wolf et al, 2019;Liu et al, 2020;Wang et al, 2020;Önder et al, 2020;Hu et al, 2021;Yang et al, 2021;Bartholo et al, 2022). Positive associations between ECEC quality and children's learning and development have also been found across developmental stages and educational settings, including childcare centers and kindergartens (Liu et al, 2020). In Portugal, the same pattern of results has been found, both in childcare center settings and preschool (e.g., Pessanha et al, 2007Pessanha et al, , 2017; Barros and Aguiar, 2010;Barros et al, 2016Barros et al, , 2018Pinto et al, 2019a;Guedes et al, 2020;Coelho et al, 2021Coelho et al, , 2022Cadima et al, 2022;Fuertes et al, 2022) and for both children at-risk and children with no known risk associated (e.g., Cadima et al, 2018;Aguiar et al, 2019;Pinto et al, 2019b).…”

Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Sanches-Ferreira

Gonçalves²,

Araújo³

et al. 2022

Front. Educ.

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Positive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments. This study aims to evaluate preschool teachers’ opinions about the desirability and feasibility of a set of empirically validated strategies to improve teacher-child interactions in ECEC classrooms, for the group and children with disabilities. The participants were 89 Portuguese preschool teachers. Based on a non-systematic literature review, a questionnaire composed of 22 strategies to facilitate teacher-child interactions (in 4 dimensions: emotionally responsive interactions, classroom management, attend to children’s perspectives, and scaffolding learning) was developed. Along with the questionnaire, a set of socio-demographic variables was also collected. ECEC teachers scored significantly higher in the desirability subscale compared with the feasibility subscale in all dimensions and at both the child and the group level. This gap between teachers’ perceived desirability and feasibility provides important insights regarding the dimensions which are important to reinforce in ECEC teachers’ education and professional development. The mean difference between the desirability and feasibility subscales registered a higher effect size at the child’s level than at the group’s level, confirming that the inclusion of children with disabilities in preschool settings remains a challenge. Moreover, the effect size was small to moderate in the Emotionally Responsive Interactions dimension for both child and group levels. These results are aligned with previous studies stating that among different self-identified dimensions for improvement, emotional support is the less evoked by ECEC teachers. Across all dimensions, the main reason teachers give for difficulty in feasibility, both at the group and child’s level, is lack of knowledge. Overall, understanding the reasons teachers attribute to the difference between the strategies’ desirability and feasibility informs the assessment of teacher education needs and might be operationalized as a new observation instrument.

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“…Tensions in the teacher–child relationship also reduce the frequency and quality of teacher–child interactions, thus reducing the opportunities for children to acquire social skills. Some empirical studies have shown that the teacher–child relationship in early childhood years plays an important role in children’s social and emotional competence ( Wu et al, 2018 ; Liu et al, 2020 ; Paes et al, 2021 ; Baardstu et al, 2022 ). For example, Liu et al (2020) used a cross-lagged analysis and found that toddlers’ teacher–child relationship had a direct effect on their social skills.…”

Section: Moderating Effect Of the Teacher–child Relationshipmentioning

confidence: 99%

Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship

Wang

Tao

et al. 2022

Front. Psychol.

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Negative affect is an important temperament in children, influencing their social skills. However, the evidence for this association in preschool children is limited. Moreover, the underlying mechanisms that explain the relationship between preschool children’s negative affect and social skills remain less understood. Thus, the primary goal of this study was to examine the moderating role of the teacher–child relationship in the associations between negative affect and social skills of Chinese preschoolers. A sample of 198 preschool children (Mage = 58.64 ± 3.83 months, 53% boys), recruited from 13 classes in two public kindergartens in Shanghai, China, participated in this 1-year longitudinal study. The mothers reported children’s negative affect, while the teachers reported children’s social skills and the teacher–child relationship. Results of a series of moderating effect analyses showed that (1) T1 negative affect could significantly negatively predict T2 social skills (cooperation, self-control, and assertion), and (2) the associations between negative affect and social skills were moderated by the teacher–child relationship (including teacher–child closeness and conflict). Specifically, a high level of teacher–child closeness buffered the prediction of negative affect on social skills, while a high level of teacher–child conflict aggravated the said prediction. The findings highlight the importance of the teacher–child relationship in the development of children’s social skills during preschool age when they have a high level of negative affect. This has important implications for the development of interventions to improve teacher–child relationships and children’s social skills.

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Teacher-child relationship quality and Chinese toddlers’ developmental functioning: A cross-lagged modelling approach

Cited by 12 publications

References 82 publications

Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress

Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship

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