Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour

Vancraeyveldt, Caroline; Verschueren, Karine; Craeyevelt, Sanne Van; Wouters, Sofie; Colpin, Hilde

doi:10.1080/01443410.2013.860218

Cited by 12 publications

(15 citation statements)

References 78 publications

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“…It should be noted that although this moderator significantly predicted the effect size between studies, there was only a trend for this moderator within studies. Nevertheless, it seems important that prevention programs aimed at improving teacher–child interactions pay enough attention to the interactions with specific children and not only to the overall interactions (e.g., banking time, Playing2gether; Driscoll & Pianta, 2010; Vancraeyveldt, Verschueren, Van Craeyevelt, Wouters, & Colpin, 2015). Teachers should also attempt to spend enough time and energy in getting to know their students and the individual needs of the different students in order to maintain adequate relationships with each of them.…”

Section: Discussionmentioning

confidence: 99%

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

Vandenbroucke

Spilt

Verschueren

et al. 2017

Review of Educational Research

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145

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Executive functions (EFs), important cognitive processes that enable goaldirected behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher-student interactions and EFs. The search resulted in 28 studies, from which 23 studies provided sufficient data to be included in the calculations. Overall effect sizes indicate that teacher-child interactions are related to general executive functioning, working memory, and inhibition but not cognitive flexibility. Relationships were stronger for studies including children at the beginning of elementary school, studies with higher socioeconomic status participants and more boys, and studies measuring teacher-child interactions at the dyadic level. This study shows that qualitative teacher-child interactions are important for performance in EFs in children. This suggests that teachers can promote the cognitive processes that are essential in children's learning by changing their behavior to create an emotionally positive, structured, and cognitively stimulating classroom environment.

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Section: Discussionmentioning

confidence: 99%

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

Vandenbroucke

Spilt

Verschueren

et al. 2017

Review of Educational Research

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145

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“…Our sample consisted of 175 preschool children (all boys) and their 175 teachers from 46 mainstream schools in Flanders, the Dutch-speaking part of Belgium (Vancraeyveldt, Verschueren, Van Craeyevelt, Wouters, & Colpin, 2013). These boys were in either the second or third preschool group (aged 3 to 5 years) and were on average 4 years and 9 months old (SD = 7 months).…”

Section: Methods Samplementioning

confidence: 99%

“…To enhance model fit, we also included autoregressive paths from Time 1 to Time 3 for all variables in each model. Because our data were derived from an intervention study (Vancraeyveldt et al, 2013), we controlled for condition (0 = control condition, 1 = intervention condition) in all models by estimating paths from condition to all other variables in the model. For reasons of clarity, the path coefficients for this covariate are presented in a separate table (see Table 2).…”

Section: Analysesmentioning

confidence: 99%

Teacher–child relationships and behavioral adjustment: Transactional links for preschool boys at risk

Roorda¹,

Verschueren²,

Vancraeyveldt³

et al. 2014

Journal of School Psychology

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124

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In this short-term longitudinal study, transactional links between teacher-child relationships and behavioral adjustment were investigated in a sample of preschool boys (N = 175) at risk for developing externalizing problems. Teachers (N = 175) reported about the quality of the teacherchild relationship (i.e., Closeness, Conflict, and Dependency) and about children's behavioral adjustment (i.e., Externalizing Behavior, Internalizing Behavior, and Prosocial Behavior) at three occasions within one school year. Cross-lagged path-analytic models showed positive bidirectional associations between Conflict and both Externalizing and Internalizing Behavior from Time 1 to Time 2, but not from Time 2 to Time 3. In addition, there was a transactional sequence with more Conflict at Time 1 leading to less Prosocial Behavior at Time 2 which, in turn, predicted more Conflict at Time 3. Closeness was reciprocally and positively related to Prosocial Behavior over time, and was positively and unidirectionally predicted by Internalizing Behavior. Dependency showed positive reciprocal links with Internalizing Behavior over time, and negatively and unidirectionally predicted Prosocial Behavior. These findings suggest that interventions may be most effective if they adjust their focus and strategy depending on children's specific behavioral and relational needs.

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“…Banking Time has primarily been applied in preschool research, but its principles are also incorporated in interventions for older children, for example in secondary education (Duong et al, 2019). In some interventions, Banking Time is combined with an intervention component that targets teachers' behavior management skills (McIntosh et al, 2000;Vancraeyveldt et al, 2015). Banking Time interventions have shown mixed effects.…”

Section: Second and Third Decadementioning

confidence: 99%

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

Spilt

Koomen

2022

Front. Educ.

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Attachment theory has played a prominent role in the study of affective relationships between teachers and individual children in school settings. This review synthesizes three decades of attachment-based research on teacher-child relationships roughly covering the period between 1992 and 2022. Five key themes were discussed: (1) conceptualization and assessment, (2) secure base and autonomous exploration, (3) safe haven and self-regulation, (4) attachment history and relationship (dis)continuity, and (5) teacher sensitivity and mentalization. Following a narrative review approach, a selection of pivotal research studies was made and chronologically presented to illustrate research developments per theme. The results indicated that the conceptualization and assessment of teacher-child relationships holds largely, but not completely, across different developmental phases, cultural contexts, measurement methods, and informants. In addition, research confirmed the role of the secure base and safe haven functions of teacher-child relationships in promoting children’s emotional security at school. Furthermore, progression has been made through the development of multiple measurement methods for both teachers and children, by expanding research from early childhood education up to secondary education, and by more recent cross-cultural studies. However, there is still limited insight in mechanisms that explain (dis)continuity in relationships over time, and a striking lack of research on dyadic teacher sensitivity and mentalization as antecedents of teacher-child relationships. Research directions for the following decade(s) of research are discussed per theme.

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Teacher-reported effects of the Playing-2-gether intervention on child externalising problem behaviour

Cited by 12 publications

References 78 publications

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions

Teacher–child relationships and behavioral adjustment: Transactional links for preschool boys at risk

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

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