Previous research has demonstrated the importance of the qualities of the teacher-child relationship on children’s development. Close teacher-child relationships are especially important for children at risk. Positive relationships have been shown to have beneficial effects on children’s social and academic development (Birch & Ladd, 1997; Pianta & Stuhlman, 2004). Children with language difficulties are likely to face increased risks with regard to long term social and academic outcomes. The purpose of the current research was to gain greater understanding of the qualities of teacher-child relationships for young children with parent reported language concerns. The research analyses completed for this thesis involved the use of data from the public-access database of Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). LSAC is a longitudinal study involving a nationally representative sample of 10,000 Australian children. Data are being collected biennially from 2004 (Wave 1 data collection) until 2010 (Wave 4 data collection). LSAC has a cross-sequential research design involving two cohorts, an infant cohort (0-1 year at age of recruitment) and a kindergarten cohort (4-5 years at age of recruitment). Two studies are reported in this thesis using data for the LSAC Kindergarten Cohort which had 4983 child participants at recruitment. Study 1 used Wave 1 data to identify the differences between teacher-child relationship qualities for children with parent reported language concerns and their peers. Children identified by parents for whom concerns were held about their receptive and expressive language, as measured by items from the Parents’ Evaluation of Developmental Status (PEDS) (Glascoe, 2000) were the target (at risk) group in the study (n = 210). A matched case control group of peers (n = 210), matched on the child characteristics of sex, age, cultural and linguistic differences (CALD), and socio-economic positioning (SEP), were the comparison group for this analysis. Teacher-child relationship quality was measured by teacher reports on the Closeness and Conflict scales from the short version of the Student-Teacher Relationship Scale (STRS) (Pianta, 2001). There were statistically significant differences in the levels of closeness and conflict between the two groups. The target group had relationships with their teachers that had lower levels of closeness and higher levels of conflict than the control group. Study 2 reports analyses that examined the stability of the qualities of the teacher-child relationships at Wave 1 (4-5 years) and the qualities of the teacher-child relationships at Wave 2 (6-7 years). This time frame crosses the period of the children’s transition to school. The study examined whether early patterns in the qualities of the teacher-child relationship for children with parent reported language concerns at Wave 1 predicted the qualities of the teacher-child relationship outcomes in the early years of formal school. The sample for this study consisted of the group of children identified with PEDS language concerns at Wave 1 who also had teacher report data at Wave 2 (n = 145). Teacher-child relationship quality at Wave 1 and Wave 2 was again measured by the STRS scales of Closeness and Conflict. Results from multiple regression models indicated that teacher-child relationship quality at Wave 1 significantly contributed to the prediction of the quality of the teacher-child relationship at Wave 2, beyond other predictor variables included in the regression models. Specifically, Wave 1 STRS Closeness scores were the most significant predictor for STRS Closeness scores at Wave 2, while Wave 1 STRS Conflict scores were the only significant predictor for Wave 2 STRS Conflict outcomes. These results indicate that the qualities of the teacher-child relationship experienced prior to school by children with parent reported language concerns remained stable across transitions into formal schooling at which time the child had a different teacher. The results of these studies provide valuable insight into the nature of teacher-child relationship quality for young children with parent reported language concerns. These children experienced teacher-child relationships of a lower quality when compared with peers and, additionally, the qualities of these relationships prior to formal schooling were predictive of the qualities of the relationships in the early years of formal schooling. This raises concerns, given the increased risks of poorer social and academic outcomes already faced by children with language difficulties, that these early teacher-child relationships have an impact on future teacher-child relationships. Results of these studies are discussed with these considerations in mind and also discussed in terms of the implications for educational theory, policy and practice.

The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers’ interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing teacher criticism, and enhancing teachers‟ perceptions of the teacher-child relationship in elementary school classrooms. Single-case design was utilized to examine eight teachers‟ perceptions over 16 weeks. The sample included 8 White female teachers from three local elementary schools. Teacher ages ranged from 28 to 59 years old. There were 5 kindergarten, 1 first grade, and 2 second grade teachers. The teachers participated in one educational training session followed by play sessions with children of focus and interactive modeling sessions. Trained observers, blind to the study’s purpose, utilized the Interaction Analysis System in classroom observations of the teachers, three times per week, to examine teachers’ interpersonal skills. Additionally, the teachers completed the Student Teacher Relationship Scale for the children of focus before and after the play session phase to examine change in the teacher-child relationship. Visual analysis of the data indicated the PBTC’s overall positive impact. 5 out of 8 teachers demonstrated increases in teacher responding scores at mildly to very effective criteria levels. All 8 teachers demonstrated decreases teacher criticism at effective to very effective criteria levels. The teacher-child relationships indicated mixed results, with 5 out of 8 teachers indicating positive changes in teacher-child relationships. Discussion includes implications for future research regarding single-case design, measurement of teacher change, and modifications of the PBTC model.

The purpose of this phenomenological study was to illuminate the experiences of six teachers in southwestern Virginia who are working with toddlers and preschoolers from diverse cultural and linguistic backgrounds. These young children were those whose first language is not English and their parents were from countries other than the United States. A phenomenological research method was chosen because the main focus of the study was to learn about teachers' experiences and that method is a tool to explore the essence of human experiences. The study was guided by the main research question: What are teachers' experiences working with these children? Semi-structured interviews were conducted with six toddler and preschool teachers from two day care and development centers. Observations of classroom teaching added vital information to the data collected through interviews. Other tools for data collection included field notes and a researcher's journal. These tools were used to gain a deeper understanding of this phenomenon. Strategies for examining the data for this study were narrative, thematic, and constant comparative analysis. Five major themes emerged from the teachers' experiences: (1) Types of teachers' experiences, which include learning, challenging, interesting and fulfilling experiences, (2) The interaction among experiences and changes in teaching strategies and self-perception, (3) Teachers' relationships with these children, (4) Teachers' relationships with these parents, and (5) Common resources for teachers working with these children. The findings suggested recommendations for future research and practice in the field of early childhood education. The study also generated stories and thick, detailed descriptions of teachers' experiences. The study was intended to inspire other teachers in similar settings to share stories and encourage colleagues. / Ph. D.

A number of preschool children engage in consistent problem behaviors that place them at-risk for developing emotional and behavioral disorders. These problem behaviors have been associated with poorer short and long-term outcomes for young children. Teacher-child relationships (i.e. conflict and closeness) and positive interactions between teachers and children may be reciprocally associated with problem behavior (e.g. teacher-child closeness reducing problem behavior). The purpose of this study was to explore the longitudinal bi-directional relations between teacher-child relationships, teacher-child interactions, and problem behavior over a single school year. Using a cross-lagged panel model, data from a larger randomized control trial of the BEST in CLASS program, was examined across three time points, and differences based on intervention participation were examined. Results indicated that there were far fewer paths in the business as usual group compared to the BEST in CLASS group. As expected, in the comparison group, problem behavior at Time 1 predicted lower levels of closeness at Time 2, however, this relation was not significant in the BEST in CLASS group. In the BEST in CLASS model problem behavior at Time 1 negatively predicted Time 2 positive interactions and there was a cross-lagged association with problem behavior at Time 1 predicting higher levels of conflict at Time, which in turn predicted higher levels of problem behavior at Time 3. Additional findings, limitations and implications for intervention work, practice, and policy are discussed.

Disparities in health and achievement are greater for low income ethnic minorities. There is a growing evidence base that supportive teacher-child relationships are associated with positive socioemotional outcomes and can act as a protective factor for children, including those at risk for poorer outcomes due to their racial/ethnic backgrounds and socioeconomic status. Research suggests that the reverse is also true. Specifically, children’s behaviors can also reciprocally impact the quality of teacher-child relationships. While there is an abundance of research on associations between the teacher-child relationship and child outcomes in school-aged children, this is one of the first studies to focus on these associations in a low-income, ethnically diverse population of preschoolers. In the current study, data on preschoolers (N = 2152) and their teachers (N = 229) were gathered during the beginning and end of the preschool year in the context of a larger study evaluating a kindergarten readiness program (Baker, Kupersmidt, Voegler-Lee, Arnold, & Willoughby, 2010). Teachers completed questionnaires about preschooler social skills, inattention, and oppositional/defiant behaviors. Project staff conducted assessments of preschooler behavior regulation and also gathered information about the teacher-child relationship using observational measures. The influence of teacher-child relationships on preschooler functioning was examined using hierarchical linear modeling. The influence of preschooler functioning on teacher-child relationships was analyzed using linear regression. Results indicate that teacher-child relationships established early in the preschool school year impact preschooler social skills, behavior regulation and oppositional/defiant behaviors later in the same school year. Additionally, behaviors exhibited by preschoolers early in the year appear to influence the levels of sensitivity and permissiveness in teacher-child relationships later in the year. These reciprocal relationships were also moderated by preschooler age, gender and race/ethnicity. Limitations of the study and implications of the findings as they relate to the professional development and training of professionals in preschool settings are also described. / acase@tulane.edu

abstract: The overall goal of this dissertation was to examine teacher characteristics, teachers’ beliefs, and contextual factors that may motivate teachers’ decisions to engage in high quality teacher-child interactions. I use two complementary studies to meet this goal. These two studies provide insight into several aspects of early childhood teachers’ and children’s interactions including the complexity of the conversations and teachers’ supportive practices. Findings from both studies reveal that teachers are selective in how they distribute their time and attention across various types of high-quality interactions with children. Study 1suggests that teachers’ perception of how often children interact with one another motivates their decisions to engage in high quality teacher-child interactions (i.e., facilitate children’s peer interactions). Study 2 suggests that teacher well-being, specifically teacher depression, limits the extent to which teachers engage in high quality interactions (i.e., complex conversations with children). Importantly, this dissertation also showed that teachers’ motivation for engaging in teacher-child interactions does not stem from their own characteristics or perceptions alone. In addition to these factors, contextual aspects of teacher-child interactions also appear to influence teachers’ motivation to engage in high-quality teacher child interactions. Study 1 revealed that the gender composition of the children involved in each teacher-child interaction was associated with the extent to which teachers use facilitative practices, as well as with the direction and magnitude of both quality and frequency effects on teachers’ facilitation. Moreover, Study 2 revealed that the relation between teacher depression and complex conversations is changed when teachers and children are engaged in academic activities (e.g., math, books, language) relative to play or routine activities. In both Study 1 and 2, I used a teacher-focused observational coding system. Use of this observational coding system contributes novel, objective information about teacher-child interactions, as prior work on teacher-child interactions has most often relied on teachers’ self-reports of how often they interact with students. Findings from this dissertation will contribute new knowledge about teacher and contextual classroom characteristics and teacher-child interactions that will inform efforts to promote positive teacher child interactions and, in turn, student and teacher well-being. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2017

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Attachment theory states that emotion regulation is one of the central features of attachment system. The current study adopted an attachment perspective to investigate how mother-child attachment at 36 months and teacher-child relationships at 54 months influence children’s emotion regulation in 3rd grade, and whether teacher-child relationships moderate the associations between mother-child attachment and children’s emotion regulation. Longitudinal data from the first three phases of the National Institute of Child Health and Human development Early Child Care Research Network of Study of Early Child Care and Youth Development (NICHD SECCYD) were used in the study. The results showed that the association of teacher-child conflict and child’s negative engagement with peers was statistically significant. Additionally, teacher-child relationships significantly moderated the impacts of mother-child attachment on children’s emotion regulation. Specifically, the relationship between teacher-child conflict and negative engagement with peers for children with secure attachment and for those with disorganized attachment were in opposite directions. The relationship between teacher-child closeness and negative engagement with peers was significant for children with disorganized attachment, but not for children with secure attachment. And, the results showed that the levels of conflict in teacher-child relationships for children with ambivalent and with disorganized attachment were statistically different from those for children with secure attachment. The present study fills in the research gap with regard to the effects of teacher-child relationships on children’s emotion regulation. It also suggests that children’s experiences of positive teacher-child relationships may compensate for the negative impacts of insecure early mother-child attachment patterns on emotion regulation development.

The study integrated attachment theory and developmental systems theory to examine the mediating and moderating role of teacher-child relationships in characterizing early mother-child attachment influences on behavior problems in preschool. The study used the data from National Institute of Child Health and Human Development's (NICHD) Early child Care Research Network Study of Early Child Care and Youth Development (SECCEY). The results indicated that early mother-child attachment did not predict teacher-child closeness after controlling for the demographic variables and prior internalizing problems. Mother-child attachment had a statistically significant effect on teacher-child conflict; specifically, those with insecure-controlling/insecure-other attachments had higher levels of conflict than those with secure attachments. Early mother-child attachment did not have a statistically significant effect on later behavior problems after controlling for demographic variables and prior behavior problems. Teacher-child closeness did not have a statistically significant effect on either internalizing or externalizing problems after controlling for the demographic variables, early mother-child attachment behavior and prior behavior problems. Teacher-child conflict had a statistically significant effect on later behavior problems (both internalizing and externalizing problems) after controlling for the demographic variables, early mother-child attachment behavior and prior behavior problems. However, moderation analyses did not indicate that early mother-child attachment and teacher-child relationship quality interact together to significantly affect the later behavior problems. Mediation analyses also did not indicate that the relationship between early mother-child attachment and later behavior problem was mediated by teacher-child relationships either. However, an indirect effect was found such that those with insecure-controlling/insecure-other attachments had higher levels of conflict (than those with secure attachments) and such conflict was associated with higher levels of externalizing problems.

No description available.