Teacher-child relationships in prekindergarten: The influences of child and teacher characteristics

Bernadett Koles, Erin O'Connor, Kathleen Mccartney

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)3-21
Number of pages19
JournalJournal of Early Childhood Teacher Education
Volume30
Issue number1
DOIs
StatePublished - 2009

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)

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