The influence of early adversity on self-regulation and student-teacher relationships in preschool

Loomis, Alysse M.

doi:10.1016/j.ecresq.2020.10.004

Cited by 21 publications

(15 citation statements)

References 60 publications

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“…Similar to other studies of student-teacher conflict and closeness (Loomis, 2021;, teacher ratings of closeness in this study were skewed, where teachers reported generally high levels of closeness with students. To account for this, the MLR estimator, which is robust to non-normal data, as well as bootstrapping (with 5000 iterations) was used.…”

Section: Discussionsupporting

confidence: 83%

“…Preschool self-regulation has been linked to student-teacher relationships in a number of studies (Cadima et al, 2016;Loomis, 2021;. Students with high levels of executive functioning skills have been correlated with high levels of closeness in the teacher-student relationship and low levels of executive functioning skills were correlated inversely, relating to low levels of closeness and high levels of conflict in the teacher-student relationships .…”

Section: Child Self-regulation and Student-teacher Relationshipsmentioning

confidence: 99%

“…A focus on the student-teacher relationship may also provide more clarity about how racial disparities in expulsion rates manifest. For example, even when adjusting for the influence of children's behavior, teachers report more student-teacher conflict for young Black children compared to their non-Black peers (Jerome et al, 2009;Loomis, 2021). It is likely that teacher biases influence not only how they perceive a child's behaviors but also how they interpret their relationship with that child and that both of these factors play a role in a child's expulsion risk.…”

Section: Self-regulation Student-teacher Relationships and Expulsion Riskmentioning

confidence: 99%

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Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis

Loomis

Freed

Coffey

2022

Early Childhood Educ J

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Identifying factors related to expulsion risk is of great need due to the high and disparate rates of young children routinely excluded from preschool classrooms. This study aimed to explore the pathways to expulsion risk among a sample of 88 preschool children from 22 Head Start classrooms. Data were collected on children's inhibitory control using the Child Behavior Questionnaire, the closeness subscale of the Student-Teacher Relationship Scale, and on children's overall expulsion risk using the Preschool Expulsion Risk Measure. Direct pathways from children's inhibitory control and student-teacher closeness to expulsion risk were significant. Results indicated that student-teacher closeness mediated the relationship between children's inhibitory control and expulsion risk, indicating the importance of supporting positive relationships in preschool classrooms to disrupt pathways to expulsion. Implications for practices and future research to prevent expulsion are discussed.

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Section: Discussionsupporting

confidence: 83%

Section: Child Self-regulation and Student-teacher Relationshipsmentioning

confidence: 99%

Section: Self-regulation Student-teacher Relationships and Expulsion Riskmentioning

confidence: 99%

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Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis

Loomis

Freed

Coffey

2022

Early Childhood Educ J

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“…The quality of teacher-child relationship (QTCR) is generally recognized by the international community as a key factor in evaluating high-quality preschool education (Veraksa et al, 2020;Alexandersen et al, 2021;Blewitt et al, 2020). Therefore, over the years, the QTCR has become a focus area and frontier topic of common concern among academic researchers and educators (Vatou et al, 2020;Aboagye et al, 2019;Hu et al, 2021;Loomis, 2021). The teacher-child relationship is defined as an interpersonal relationship formed during the interaction between preschool teachers and young children (Ainsworth, 1991) .…”

Section: Introductionmentioning

confidence: 99%

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

Wang

Pan

et al. 2023

Curr Psychol

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The teacher-child relationship plays an important role in children's future development. However, the existing research mainly focuses on the influence of preschool teachers' external conditions on the teacher-student relationship, while the research on the influence of teachers' internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173, p = 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118, p = 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112, p = 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044, p = 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers' own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.

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“…Okul öncesi dönemde çocukların öz düzenleme becerilerinin düşük düzeyde olması akran ilişkileri kadar öğretmenlerle kurulan sosyal ilişkilerde de olumsuz sonuçlara yol açabilmektedir. Öz düzenleme becerilerinin yetersizliğinden kaynaklanan duygusal ve davranışsal sorunlar, çocukların öğretmenleriyle kurduğu sosyal ilişkinin niteliğini olumsuz olarak etkilemektedir (Loomis, 2021).…”

Section: Introductionunclassified

Okul Öncesi̇ Dönem Çocuklarinda Öz Düzenleme Beceri̇leri̇ İle Prososyal Davranişlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Yurdakul¹,

ILDIZ²,

Ayhan³

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmada, okul öncesi dönem çocuklarının öz düzenleme becerileri ile prososyal davranışları arasındaki ilişkinin incelenmesi amaçlanmaktadır. Araştırma ilişkisel tarama modelinde yürütülmüş, çalışma grubunu Tekirdağ İl Milli Eğitim Müdürlüğüne bağlı okul okul öncesi eğitim kurumlarına devam eden 4-6 yaş arası 326 çocuk oluşturmuştur. Çalışmada çocukların sosyo demografik bilgilerini belirlemek amacıyla ''Kişisel Bilgi Formu'', öz düzenleme becerilerini değerlendirmek için ''4-6 Yaş Çocuklarına Yönelik Öz Düzenleme Becerileri Ölçeği'' ve prososyal davranışlarını incelemek amacıyla ''Çocuk Prososyallik Ölçeği'' kullanılmıştır. Araştırma sonucunda çocukların öz düzenleme becerilerinin prososyal davranışları ile pozitif yönde anlamlı olarak ilişkili olduğu belirlenmiştir. Kız çocuklarının öz düzenleme becerileri ölçeği ve çocuk prososyallik ölçeği puan ortalamalarının erkek çocuklarından anlamlı olarak yüksek olduğu tespit edilmiştir. Araştırmada çocukların prososyallik düzeyinin yaş gruplarına göre anlamlı olarak farklılık gösterdiği, dört yaş grubu çocukların prososyal davranışlarının diğer yaş gruplarına göre anlamlı olarak daha düşük olduğu ortaya çıkmıştır. Araştırmadan elde edilen sonuçlar doğrultusunda eğitimcilere, ebeveynlere, araştırmacılara öneriler sunulmuştur.

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The influence of early adversity on self-regulation and student-teacher relationships in preschool

Cited by 21 publications

References 60 publications

Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis

Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis

The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy

Okul Öncesi̇ Dönem Çocuklarinda Öz Düzenleme Beceri̇leri̇ İle Prososyal Davranişlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

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