کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
354105 618967 2007 16 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Preschoolers’ academic readiness: What role does the teacher–child relationship play?
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
پیش نمایش صفحه اول مقاله
Preschoolers’ academic readiness: What role does the teacher–child relationship play?
چکیده انگلیسی

We examined the role of the teacher–child relationship quality (close, dependent, and conflictive) on preschoolers’ (N = 95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically diverse preschool-aged sample. The association between close teacher–child relationships and academic readiness was partially mediated by prosocial behavior and peer group exclusion. There was also evidence of a transactional association between close teacher–child relationships and children's behavior. Additionally, children's behavior and peer group exclusion mediated the relation between negative teacher–child relationships (dependent and conflictive) and academic readiness. The findings suggest that teacher training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social adaptation.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Early Childhood Research Quarterly - Volume 22, Issue 4, 4th Quarter 2007, Pages 407–422
نویسندگان
, , , , ,