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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ675244
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0300-4430
Teacher-Child Interactions and Preschool Children's Perceptions of Self and Peers.
Colwell, Malinda J.; Lindsey, Eric W.
Early Child Development and Care, v173 n2-3 p249-58 Jun 2003
Examined qualitative characteristics of teacher-child interaction and how they are related to preschoolers' perceptions of self and peers. Found that girls spent more time interacting with teachers than boys, and had more cooperative and positive interactions with teachers than did boys. Found that the quality of teacher-child interaction was differentially linked to boys' and girls' self-perceptions and perceptions of peers. (Author/KB)
Descriptors: Childhood Attitudes, Cooperation, Interviews, Observation, Peer Relationship, Preschool Children, Preschool Education, Preschool Teachers, Self Concept, Self Efficacy, Self Esteem, Sex Differences, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Relationship Quality