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ERIC Number: EJ902367
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0896-3746
The Effects of Child-Teacher Relationships on Interpersonal Problem-Solving Skills of Children
Ocak, Sakire
Infants and Young Children, v23 n4 p312-322 Oct-Dec 2010
Early positive relationships between children and adults are critical in the acquisition of children's problem-solving skills. The early teacher-child relationship has an important role in how a child negotiates the conflicts and manages relationships with peers. Our purpose was to evaluate the effect of the teacher-child relationship at kindergarten entry on the problem-solving skills of 5- and 6-year-old children. We examined how teachers' ratings of their relationships with their students had an impact on children's interpersonal problem-solving skills. We found that teachers perceive more conflicts with children who articulated either too few or too many problem-solving strategies. Teachers' perceptions of conflictual relationships with children were associated with the child's use of aggression during structured problem-solving interviews. Teachers' perceptions of conflicts were not, however, associated with children's prosocial problem-solving strategies. Our pilot results suggest that teachers may require different management strategies for children who demonstrate aggression and who are less likely to articulate positive alternatives.
Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A