ERIC Number: EJ911717
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0193-3973
EISSN: N/A
Explaining Teacher-Student Interactions in Early Childhood: An Interpersonal Theoretical Approach
Thijs, Jochem; Koomen, Helma; Roorda, Debora; ten Hagen, Judith
Journal of Applied Developmental Psychology, v32 n1 p34-43 Jan-Feb 2011
The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each other. We observed 69 kindergarten children (M[subscript age] = 5.79 years) and their 37 regular teachers during a dyadic interaction task. Every 5 s, independent observers rated teachers' and children's behaviors along the interpersonal dimensions of control and affiliation. Teachers reported on children's shyness and the quality of the teacher-child relationship. Multilevel modeling provided correlational evidence for complementarity within and between dyads. Cross-lagged analyses revealed that teachers showed complementarity for control and that children showed complementarity for affiliation. Children also reacted complementarily with respect to control but only if they were shy or shared positive relationships with their teachers. Implications for theory and practice are discussed. (Contains 2 figures and 2 tables.)
Descriptors: Foreign Countries, Kindergarten, Teacher Student Relationship, Teaching Methods, Task Analysis, Evaluators, Child Behavior, Teacher Behavior, Shyness, Teacher Attitudes, Preschool Teachers, Interaction Process Analysis, Theories
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A