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Teachers' and children's differing views on relationships and their associations with academic outcomes

Description:

Preschool children’s relationships with their teachers play an important role in their learning and development. Despite this importance, extant research mostly relies on teachers’ perceptions about the relationships with children limiting our understanding of the bidirectional nature of these relationships. The present study aimed to explore teacher–child relationships reported by both teachers and preschool children and their associations with children’s math and literacy skills. Additionally, the moderating role of the teacher–child relationship on the association between children’s socioeconomic status and their math and literacy skills were examined. One hundred seventy nine preschoolers were interviewed about their relationships with teachers and directly assessed on their math and literacy skills. Their teachers reported on their relationships with each child on a survey, while parents provided demographic information. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

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