NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ782917
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
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.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A