Teacher-Child Relationships in Prekindergarten: The Influences of Child and Teacher Characteristics

被引：19
|
作者：
Koles, Bernadett [1 ]
O'Connor, Erin [2 ]
Mccartney, Kathleen [3 ]
机构：
[1] Cent European Univ, Budapest, Hungary
[2] NYU, 550 1St Ave, New York, NY USA
[3] Harvard Univ, Cambridge, MA 02138 USA
来源：
JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION | 2009年 / 30卷 / 01期
关键词：
D O I：
10.1080/10901020802667672
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of the current study was to investigate child and teacher characteristics associated with closeness and conflict in prekindergarten teacher-child relationships. Child gender and temperament were significantly associated with closeness and conflict. Specifically, higher levels of shyness correlated with closer relationships for boys than for girls. Additionally, higher levels of child anger were associated with more conflicted relationships for boys and less conflicted relationships for girls. An association was also found between frequency of teacher-child interactions and relationship conflict. Children who had more interactions with teachers had more conflicted relationships. Implications for teacher education and professional development are discussed.
引用
收藏
页码：3 / 21
页数：19
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