ERIC Number: EJ782917
Record Type: Journal
Publication Date: 2007
Reference Count: 0
Preschoolers' Academic Readiness: What Role Does the Teacher-Child Relationship Play?
Palermo, Francisco; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.; Reiser, Mark
Early Childhood Research Quarterly, v22 n4 p407-422 2007
We examined the role of the teacher-child relationship quality (close, dependent, and conflictive) on preschoolers' (N=95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically diverse preschool-aged sample. The association between close teacher-child relationships and academic readiness was partially mediated by prosocial behavior and peer group exclusion. There was also evidence of a transactional association between close teacher-child relationships and children's behavior. Additionally, children's behavior and peer group exclusion mediated the relation between negative teacher-child relationships (dependent and conflictive) and academic readiness. The findings suggest that teacher training, education, and support for establishing close teacher-child relationships may maximize preschoolers' academic readiness by promoting social adaptation.
Descriptors: Prosocial Behavior, Aggression, Peer Groups, Teacher Student Relationship, School Readiness, Role, Preschool Children, Kindergarten, Child Behavior, Peer Relationship, Social Adjustment, Social Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A