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
Hauptverfasser:	Spilt, Jantine L., Koomen, Helma M. Y., Harrison, Linda J.
Format:	Artikel
Sprache:	eng
Schlagworte:	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
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