The Validity of Narratives for Understanding Children's Perceptions of the Teacher-Child Relationship for Preschoolers Who Display Elevated Disruptive Behaviors

The links between a positive teacher-child relationship and young children's academic and social-emotional development have been well established, particularly for children with disruptive behaviors. However, less is known about children's views of the teacher-child relationship and how th...

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Published inEarly education and development Vol. 30; no. 7; pp. 887 - 912
Main Authors Wolcott, Catherine S., Williford, Amanda P., Hartz-Mandell, Karyn
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 03.10.2019
Taylor & Francis Ltd
Subjects
Attachment Behavior
Behavior disorders
Behavior Problems
Children & youth
Childrens Attitudes
Coding
Emotional Development
Narratives
Perceptions
Preschool Children
Preschool Teachers
Student teacher relationship
Teacher Student Relationship
Test Reliability
Test Validity
Validity
Online AccessGet full text

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Abstract The links between a positive teacher-child relationship and young children's academic and social-emotional development have been well established, particularly for children with disruptive behaviors. However, less is known about children's views of the teacher-child relationship and how these representations relate to other established measures. Using a sample of 157 preschoolers with elevated disruptive behaviors, the current study assessed preschoolers' representations of the teacher-child relationship by adapting a narrative procedure and a coding scheme from the parent-child attachment literature. Children's representations as assessed through their narratives were internally consistent and were modestly associated with established measures of the teacher-child relationship. Offering additional support of validity, children's representations had implications for their engagement in tasks, such that children with more negative and less emotionally positive representations were more dependent on positive interactions with their teachers to remain oriented to tasks. Results add support to the importance of positive teacher-child interactions for children with behavioral difficulties and highlight the benefit of using representational measures to understand children's views of the teacher-child relationship.
AbstractList The links between a positive teacher-child relationship and young children's academic and social-emotional development have been well established, particularly for children with disruptive behaviors. However, less is known about children's views of the teacher-child relationship and how these representations relate to other established measures. Using a sample of 157 preschoolers with elevated disruptive behaviors, the current study assessed preschoolers' representations of the teacher-child relationship by adapting a narrative procedure and a coding scheme from the parent-child attachment literature. Children's representations as assessed through their narratives were internally consistent and were modestly associated with established measures of the teacher-child relationship. Offering additional support of validity, children's representations had implications for their engagement in tasks, such that children with more negative and less emotionally positive representations were more dependent on positive interactions with their teachers to remain oriented to tasks. Results add support to the importance of positive teacher-child interactions for children with behavioral difficulties and highlight the benefit of using representational measures to understand children's views of the teacher-child relationship.
Audience Preschool Education
Early Childhood Education
Author Wolcott, Catherine S.
Hartz-Mandell, Karyn
Williford, Amanda P.
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  surname: Wolcott
  fullname: Wolcott, Catherine S.
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  fullname: Hartz-Mandell, Karyn
  organization: Department of Psychiatry, MedStar Georgetown University Hospital
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Snippet The links between a positive teacher-child relationship and young children's academic and social-emotional development have been well established, particularly...
The links between a positive teacher-child relationship and young children’s academic and social-emotional development have been well established, particularly...
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SubjectTerms Attachment Behavior
Behavior disorders
Behavior Problems
Children & youth
Childrens Attitudes
Coding
Emotional Development
Narratives
Perceptions
Preschool Children
Preschool Teachers
Student teacher relationship
Teacher Student Relationship
Test Reliability
Test Validity
Validity
Title The Validity of Narratives for Understanding Children's Perceptions of the Teacher-Child Relationship for Preschoolers Who Display Elevated Disruptive Behaviors
URI https://www.tandfonline.com/doi/abs/10.1080/10409289.2018.1556547
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1227695
https://www.proquest.com/docview/2287218674
Volume 30
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