Language Development in the Early School Years: The Importance of Close Relationships With Teachers
This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral fun...
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| Veröffentlicht in: | Developmental psychology 2015-02, Vol.51 (2), p.185-196 |
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| container_title | Developmental psychology |
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| creator | Spilt, Jantine L. Koomen, Helma M. Y. Harrison, Linda J. |
| description | This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at ages 4-5, 6-7, and 8-9 years (3 waves). Teachers reported on levels of closeness in relationships with individual children. Independent assessments of receptive language were employed. Parents and teachers reported on peer interaction problems and child conduct problems. Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. However, the effects were only modest. |
| doi_str_mv | 10.1037/a0038540 |
| format | Article |
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Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. 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Y.</creatorcontrib><creatorcontrib>Harrison, Linda J.</creatorcontrib><title>Language Development in the Early School Years: The Importance of Close Relationships With Teachers</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at ages 4-5, 6-7, and 8-9 years (3 waves). Teachers reported on levels of closeness in relationships with individual children. Independent assessments of receptive language were employed. Parents and teachers reported on peer interaction problems and child conduct problems. Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. However, the effects were only modest.</description><subject>Australia</subject><subject>Behavior</subject><subject>Behavior Problems</subject><subject>Child</subject><subject>Child Behavior</subject><subject>Child Behavior - psychology</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Childhood Development</subject><subject>Children</subject><subject>Cognitive Development</subject><subject>Elementary School Students</subject><subject>Elementary School Teachers</subject><subject>Faculty</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Goodness of Fit</subject><subject>Human</subject><subject>Humans</subject><subject>Interpersonal Relations</subject><subject>Kindergarten</subject><subject>Language</subject><subject>Language Acquisition</subject><subject>Language Development</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Maximum Likelihood Statistics</subject><subject>Parent-Child Relations</subject><subject>Parents</subject><subject>Peabody Picture Vocabulary Test</subject><subject>Peer groups</subject><subject>Peer Relationship</subject><subject>Peer relationships</subject><subject>Pre-school education</subject><subject>Preschool Children</subject><subject>Preschool Teachers</subject><subject>Professional-Family Relations</subject><subject>Receptive Language</subject><subject>Schools</subject><subject>Social interaction</subject><subject>Strengths and Difficulties Questionnaire</subject><subject>Student Teacher Relationship Scale</subject><subject>Teacher Student Interaction</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Vocabulary development</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkl-L1DAUxYMo7uwq-AWUgC-CVPM_jW8yjroyIOiI-BTS9HbbpW1q0i7Mt9_szuw--CD7lJucH-fecC5CLyh5RwnX7x0hvJSCPEIrargpiDTmMVoRQllBlTAn6DSly3wV3Min6IRJKZQ0bIX81o0Xi7sA_AmuoA_TAOOMuxHPLeCNi_0e__RtCD3-Ay6mD3iX38-HKcTZjR5waPC6DwnwD-jd3IUxtd2U8O9ubvEOnG8hpmfoSeP6BM-P5xn69XmzW38ttt-_nK8_bgsnjZwLVjHlS185kQsmvKo0B6hrT4gUvFJS6saYqjGKOUGgIaAFLQ1Rja-1VpyfoTcH3ymGvwuk2Q5d8tD3boSwJEs1JUxqyfUDUFJKajR_gKuSTFBqbgd4_Q96GZY45j_fUFRRKrX5PyXyiITeUse2PoaUIjR2it3g4t5SYm9Ct3ehZ_TV0XCpBqjvwbuUM_DyAEDs_L28-UaJpKUss_72oLvJ2SntvYtz53tIfokx74Ot4cpKapnNOL8GEna8Cg</recordid><startdate>20150201</startdate><enddate>20150201</enddate><creator>Spilt, Jantine L.</creator><creator>Koomen, Helma M. Y.</creator><creator>Harrison, Linda J.</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>20150201</creationdate><title>Language Development in the Early School Years: The Importance of Close Relationships With Teachers</title><author>Spilt, Jantine L. ; Koomen, Helma M. 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| subjects | Australia Behavior Behavior Problems Child Child Behavior Child Behavior - psychology Child Development Child, Preschool Childhood Development Children Cognitive Development Elementary School Students Elementary School Teachers Faculty Female Foreign Countries Goodness of Fit Human Humans Interpersonal Relations Kindergarten Language Language Acquisition Language Development Longitudinal Studies Male Maximum Likelihood Statistics Parent-Child Relations Parents Peabody Picture Vocabulary Test Peer groups Peer Relationship Peer relationships Pre-school education Preschool Children Preschool Teachers Professional-Family Relations Receptive Language Schools Social interaction Strengths and Difficulties Questionnaire Student Teacher Relationship Scale Teacher Student Interaction Teacher Student Relationship Teachers Vocabulary development |
| title | Language Development in the Early School Years: The Importance of Close Relationships With Teachers |
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