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ERIC Number: EJ982345
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1350-293X
Classroom Observations of Teacher-Child Relationships among Racially Symmetrical and Racially Asymmetrical Teacher-Child Dyads
Ho, H.; Gol-Guven, M.; Bagnato, S. J.
European Early Childhood Education Research Journal, v20 n3 p329-349 2012
Literature suggests that teachers are more likely to have conflictual relationship with children from racially/ethnically diverse background in comparison to white children. One may argue that children from racially/ethnically diverse background may be at disadvantage because the teacher-child relationship in early childhood is a significant predictor of later school achievement. This study examined the intertwined relations between child behavior, teacher behavior, and teacher-child interaction to understand how these variables interact and shape the quality of the teacher-child relationships. The aim was to understand whether teacher-child race match matters to the quality of teacher-child relationships. Four culturally and linguistically diverse Head Start classrooms including 41 children and eight female teachers participated in the study. The observational data and teacher ratings of child social-emotional competence were collected. Findings suggested that race does play a role in the process of building teacher-child relationships. The implications for practice and limitation are also discussed. (Contains 3 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Preschool and Kindergarten Behavior Scales