TY - JOUR
T1 - Trajectories of teacher–child relationships across kindergarten and first grade
T2 - The influence of gender and disruptive behavior
AU - Horn, E. Parham
AU - McCormick, Meghan P.
AU - O'Connor, Erin E.
AU - McClowry, Sandee G.
AU - Hogan, Frances C.
N1 - Funding Information:
Funding: The work was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A080512to New York University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Funding Information:
Funding: The work was supported by the I nstitute of Education Sciences, U.S. Department of Education , through grant R305A080512 to New York University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2021/4/1
Y1 - 2021/4/1
N2 - The present study examined whether teacher–child closeness and conflict across kindergarten and first grade varied by gender and disruptive behavior at kindergarten entry within a sample of 324 predominantly Black children from low-income, urban households. Three main findings emerged from the analyses. First, contrary to findings from previous work that revealed stability in closeness and conflict across the first few years of elementary school, this study identified significant changes in closeness across the kindergarten and first grade years. Second, girls experienced more closeness with teachers than boys across both kindergarten and first grade, and the rate of change in teacher–child closeness differed by child gender across time. Finally, across both school years, associations between gender and teacher–child conflict varied by level of disruptive behavior at the beginning of kindergarten, such that boys with high levels of disruptive behavior experienced more overall conflict with teachers than girls with high levels of disruptive behavior.
AB - The present study examined whether teacher–child closeness and conflict across kindergarten and first grade varied by gender and disruptive behavior at kindergarten entry within a sample of 324 predominantly Black children from low-income, urban households. Three main findings emerged from the analyses. First, contrary to findings from previous work that revealed stability in closeness and conflict across the first few years of elementary school, this study identified significant changes in closeness across the kindergarten and first grade years. Second, girls experienced more closeness with teachers than boys across both kindergarten and first grade, and the rate of change in teacher–child closeness differed by child gender across time. Finally, across both school years, associations between gender and teacher–child conflict varied by level of disruptive behavior at the beginning of kindergarten, such that boys with high levels of disruptive behavior experienced more overall conflict with teachers than girls with high levels of disruptive behavior.
KW - Developmental trajectories
KW - Disruptive behavior
KW - Early elementary school
KW - Gender
KW - Teacher–child relationships
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U2 - 10.1016/j.ecresq.2020.10.003
DO - 10.1016/j.ecresq.2020.10.003
M3 - Article
AN - SCOPUS:85097250479
SN - 0885-2006
VL - 55
SP - 107
EP - 118
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -