Does Gender Moderate the Association Between Children's Behaviour and Teacher-Child Relationship in the Early Years?

2014 ◽  
Vol 24 (2) ◽  
pp. 197-214 ◽  
Author(s):  
Kevin C. Runions
Keyword(s):  
Relationship Quality ◽  
Role Expectations ◽  
Early Years ◽  
Emotional Wellbeing ◽  
Child Gender ◽  
Gender Expectations ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Child Relationship ◽  
Children’S Behaviour

Prior research has shown that teacher-child relationship quality predicts school emotional wellbeing and academic engagement, but it is unclear whether the relationship quality reflects teachers’ perceptions of children's social-emotional behaviours differently for girls and for boys. The purpose of this study was to examine whether teachers’ reports of relationship quality were differentially associated with children's behaviours depending on child gender. Teachers provided behavioural reports and ratings of closeness and conflict for children from kindergarten (n = 598), pre-primary (n = 496), and year 1 (n = 451). Of 19 significant associations, only 5 were moderated by gender, including hyperactivity and emotional problems. The findings suggest that, primarily, gender does not moderate how teachers’ perceptions of behaviours correlate with their ratings of relationship quality, but that gender role expectations may affect teacher-child relationship quality in some behavioural domains. Suggestions for counsellors working with teachers are presented that target teacher self-reflection on gender expectations, behavioural expectations and their intersection, to improve teacher-child relationship quality.

scholarly journals Preschool Children's Social Information Processing Mediates the Link Between the Quality of the Parent-Child Relationship and the Child's Learning Difficulties

2021 ◽  
Author(s):  
Reout Arbel ◽  
Inbar Sofri ◽  
Einat Elizarov ◽  
Yair Ziv
Keyword(s):  
Information Processing ◽  
Relationship Quality ◽  
Social Information Processing ◽  
Social Information ◽  
Learning Difficulties ◽  
Early Years ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parent Child

Background: This study aims to explore children’s social information processing (SIP) as an ex-planatory mechanism in the link between parent-child relationship and children’s learning diffi-culties; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children’s learning difficulties and school achievements. Children’s SIP was assessed with the social information processing interview – preschool version (3) Results: Mother and father relationship quality with the child associated with children’s SIP, however, only the father's but not the mother's quality of relationship with the child was associ-ated with children’s learning difficulties and school achievements. Children’s SIP mediated this latter link; (4) Conclusions: Parents’ relationship quality with the child and children’s SIP are pertinent factors in children’s learning in the early years. The father-child relationship seem to be a strong determinant of children approach to learning and achievement and may have long last-ing effect on children's mental health

scholarly journals Parental incarceration affects children’s emotional and behavioral outcomes: A longitudinal cohort study of children aged 9 to 13 years

2021 ◽  
pp. 016502542199591
Author(s):  
Daragh Bradshaw ◽  
Ann-Marie Creaven ◽  
Orla T. Muldoon
Keyword(s):  
Cohort Study ◽  
Relationship Quality ◽  
Child Outcomes ◽  
Behavioral Outcomes ◽  
Secondary Analysis ◽  
Parental Incarceration ◽  
Child Relationship ◽  
Children And Parents ◽  
The Impact

Parental incarceration (PI) is negatively associated with emotional, educational, and psychological child outcomes. However, few studies explore potential mechanisms through which these outcomes are transmitted or the means by which prosocial outcomes might develop. This study used data from two waves of a population cohort study of children aged 9 years and followed up aged 13 years living in Ireland. Children and parents ( N = 8,568) completed measures of PI, primary caregiver (PCG) depression, PCG-child relationship quality, and child behavioral adjustment. We then conducted a secondary analysis on this national longitudinal study of children in Ireland. Using sequential mediation models, we observed a mediated indirect effect of PI on prosocial outcomes via PCG depression and PCG-child relationship quality. PI at age 9 was associated with increased difficulties and reduced prosocial behavior at age 13. Additionally, PI at age 9 affected PCG depression and the PCG-child relationship quality. Additionally, child prosocial outcomes, and emotional and behavioral difficulties were less apparent where PI had a weaker effect on PCG depression and the quality of PCG-child relationship. Supports that can mitigate the impact of PI for vulnerable caregivers and children are discussed.

scholarly journals Impact of Intimate Partner Violence on Parenting and Children’s Externalizing Behaviors: Transactional Processes Over Time

2021 ◽  
pp. 107780122098512
Author(s):  
Gerard Chung ◽  
Todd M. Jensen ◽  
Anna Parisi ◽  
Rebecca J. Macy ◽  
Paul Lanier
Keyword(s):  
Intimate Partner Violence ◽  
Relationship Quality ◽  
Low Income ◽  
Partner Violence ◽  
Externalizing Behaviors ◽  
Intimate Partner ◽  
Child Relationship ◽  
Assessment And Treatment ◽  
Low Income Mothers ◽  
Transactional Associations

This study used longitudinal data to examine the transactional associations between mothers’ spanking and mother–child relationship quality with children’s externalizing behaviors in the context of intimate partner violence (IPV). Data came from a sample of 1,152 low-income mothers with children age 10–14 years. Results showed that past-year IPV triggered transactional associations by increasing children’s externalizing behaviors which, in turn, increased spanking and subsequently more externalizing behaviors. Transactional associations were also found for relationship quality. All outcomes used were mothers-reported except relationship quality. Implications for practice include the importance of the mother–child dyad and their reciprocal processes in assessment and treatment.

Longitudinal Increases in Parent–Child Relationship Quality and Sensation Seeking Interact to Increase Risk-Taking During the College Transition

2017 ◽  
Vol 6 (1) ◽  
pp. 66-71 ◽  
Author(s):  
João F. Guassi Moreira ◽  
Eva H. Telzer
Keyword(s):  
Relationship Quality ◽  
College Transition ◽  
Risk Taking ◽  
Sensation Seeking ◽  
Risky Behaviors ◽  
Parent Child Relationship ◽  
First Semester ◽  
Child Relationship ◽  
Risk Taking Behaviors ◽  
Parent Child

We tested two competing predictions of whether changes in parent–child relationship quality buffer or exacerbate the association between sensation-seeking and risk-taking behaviors as individuals gain more independence during the high school–college transition. In the current longitudinal study, 287 participants completed self-report measures of sensation seeking, risk-taking, and parent–child relationship quality with their parents prior to starting college and again during their first semester. Overall, students displayed increases in risky behaviors, which were predicted by sensation seeking. Changes in relationship quality moderated the association between sensation seeking and risk-taking, such that sensation seeking predicted higher risk-taking behaviors during the first semester of college, but only for those who reported increases in relationship quality across the college transition. These results suggest that increased relationship quality may have an inadvertent spillover effect by interacting with sensation seeking to increase risky behaviors.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

REVIEWS

2021 ◽  
Vol 22 (12) ◽  
pp. 40-41
Author(s):  
Aaron Bradbury ◽  
Claire Hewson
Keyword(s):  
Early Childhood ◽  
Early Years ◽  
Self Reflection

This month EYE editor invites Aaron Bradbury, early childhood academic, to review the latest book centred around a loving pedagogy in the early years, exploring ‘professional love’, self-reflection and the tactile nature of working with children.

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