ERIC Number: EJ1051858
Record Type: Journal
Publication Date: 2015-Feb
Abstractor: As Provided
Reference Count: 84
Language Development in the Early School Years: The Importance of Close Relationships with Teachers
Spilt, Jantine L.; Koomen, Helma M. Y.; Harrison, Linda J.
Developmental Psychology, v51 n2 p185-196 Feb 2015
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.
Descriptors: Language Acquisition, Teacher Student Relationship, Preschool Children, Preschool Teachers, Elementary School Students, Elementary School Teachers, Receptive Language, Longitudinal Studies, Child Development, Parents, Peer Relationship, Behavior Problems, Child Behavior, Cognitive Development, Kindergarten, Foreign Countries, Maximum Likelihood Statistics, Models, Goodness of Fit
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Strengths and Difficulties Questionnaire; Student Teacher Relationship Scale