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Quality of Teacher–Child Relationships: An Exploration of its Effect on Children's Emergent Literacy Skills.

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Title: Quality of Teacher–Child Relationships: An Exploration of its Effect on Children's Emergent Literacy Skills.
Authors: Vatou, Anastasia1 anastasia.vatou@bc.teithe.gr, Gregoriadis, Athanasios2, Tsigilis, Nikolaos3, Grammatikopoulos, Vasilis1
Source: International Journal of Early Childhood. Aug2023, Vol. 55 Issue 2, p279-294. 16p. 2 Charts.
Subject Terms: *Learning ability testing, *Early Learning Skills Analysis, *Children's language, Multiple regression analysis, Interpersonal communication in children
Abstract (English): The current study aims to examine the way in which teachers' and children's perceptions about their relationships influence children's emergent literacy skills. Participants were 913 children and 114 kindergarten teachers within 72 preschool centers from Greece. The measures used were the Student–Teacher Relationship Scale (STRS), the Child Appraisal of the Relationship with the Teacher Scale (CARTS), and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Results of multiple regression analyses showed that teacher–child closeness and children's age were positively associated with children's receptive language skills, whereas teacher–child dependency was negatively associated with children's receptive language skills. Collectively, findings highlight the importance of supportive teacher–child relationships and their impact on child's language development. [ABSTRACT FROM AUTHOR]
Abstract (French): Résumé: L'étude actuelle vise à examiner la manière dont les perceptions des enseignants et des enfants sur leurs relations influencent les compétences émergentes en littératie des enfants. Les participants étaient 913 enfants et 114 enseignants de maternelle dans 72 centres préscolaires de Grèce. Les mesures utilisées étaient Student–Teacher Relationship Scale (STRS), Child Appraisal of the Relationship with the Teacher Scale (CARTS) et Peabody Picture Vocabulary Test-Revised (PPVT-R). Les résultats des analyses de régression multiple ont montré que la proximité enseignant-enfant et l'âge des enfants étaient positivement associés aux compétences langagières réceptives des enfants, tandis que la dépendance enseignant-enfant était associée négativement aux compétences langagières réceptives des enfants. Collectivement, les résultats soulignent l'importance des relations entre enseignant encourageant et enfant, et leur impact sur le développement du langage de l'enfant. [ABSTRACT FROM AUTHOR]
Abstract (Chinese): Resumen: El estudio actual tiene como objetivo examinar la forma en que las percepciones de los maestros y los niños sobre sus relaciones influyen en las habilidades de alfabetización emergentes de los niños. Los participantes fueron 913 niños y 114 maestros de jardín de infantes de 72 preescolares centros de Grecia. Las medidas utilizadas fueron la Student – Teacher Relationship Scale (STRS), la Child Appraisal of the Relationship Scale (CARTS) y el Peabody Picture Vocabulary Test – Revised (PPVT-R). Los análisis de regresión múltiple mostraron que la cercanía entre maestro y niño y la edad de los niños se asociaron positivamente con las habilidades del lenguaje receptivo de los niños, mientras que la dependencia entre maestro y niño se asoció negativamente con las habilidades lingüísticas receptivas de los niños. Colectivamente, los hallazgos resaltan la importancia del apoyo de las relaciones entre maestro y niño y su impacto en el desarrollo del lenguaje del niño. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Quality of Teacher–Child Relationships: An Exploration of its Effect on Children's Emergent Literacy Skills.
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  Data: <searchLink fieldCode="AR" term="%22Vatou%2C+Anastasia%22">Vatou, Anastasia</searchLink><relatesTo>1</relatesTo><i> anastasia.vatou@bc.teithe.gr</i><br /><searchLink fieldCode="AR" term="%22Gregoriadis%2C+Athanasios%22">Gregoriadis, Athanasios</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Tsigilis%2C+Nikolaos%22">Tsigilis, Nikolaos</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Grammatikopoulos%2C+Vasilis%22">Grammatikopoulos, Vasilis</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Childhood%22">International Journal of Early Childhood</searchLink>. Aug2023, Vol. 55 Issue 2, p279-294. 16p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Learning+ability+testing%22">Learning ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+Learning+Skills+Analysis%22">Early Learning Skills Analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+communication+in+children%22">Interpersonal communication in children</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: The current study aims to examine the way in which teachers' and children's perceptions about their relationships influence children's emergent literacy skills. Participants were 913 children and 114 kindergarten teachers within 72 preschool centers from Greece. The measures used were the Student–Teacher Relationship Scale (STRS), the Child Appraisal of the Relationship with the Teacher Scale (CARTS), and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Results of multiple regression analyses showed that teacher–child closeness and children's age were positively associated with children's receptive language skills, whereas teacher–child dependency was negatively associated with children's receptive language skills. Collectively, findings highlight the importance of supportive teacher–child relationships and their impact on child's language development. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Résumé: L'étude actuelle vise à examiner la manière dont les perceptions des enseignants et des enfants sur leurs relations influencent les compétences émergentes en littératie des enfants. Les participants étaient 913 enfants et 114 enseignants de maternelle dans 72 centres préscolaires de Grèce. Les mesures utilisées étaient Student–Teacher Relationship Scale (STRS), Child Appraisal of the Relationship with the Teacher Scale (CARTS) et Peabody Picture Vocabulary Test-Revised (PPVT-R). Les résultats des analyses de régression multiple ont montré que la proximité enseignant-enfant et l'âge des enfants étaient positivement associés aux compétences langagières réceptives des enfants, tandis que la dépendance enseignant-enfant était associée négativement aux compétences langagières réceptives des enfants. Collectivement, les résultats soulignent l'importance des relations entre enseignant encourageant et enfant, et leur impact sur le développement du langage de l'enfant. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Chinese)
  Group: Ab
  Data: Resumen: El estudio actual tiene como objetivo examinar la forma en que las percepciones de los maestros y los niños sobre sus relaciones influyen en las habilidades de alfabetización emergentes de los niños. Los participantes fueron 913 niños y 114 maestros de jardín de infantes de 72 preescolares centros de Grecia. Las medidas utilizadas fueron la Student – Teacher Relationship Scale (STRS), la Child Appraisal of the Relationship Scale (CARTS) y el Peabody Picture Vocabulary Test – Revised (PPVT-R). Los análisis de regresión múltiple mostraron que la cercanía entre maestro y niño y la edad de los niños se asociaron positivamente con las habilidades del lenguaje receptivo de los niños, mientras que la dependencia entre maestro y niño se asoció negativamente con las habilidades lingüísticas receptivas de los niños. Colectivamente, los hallazgos resaltan la importancia del apoyo de las relaciones entre maestro y niño y su impacto en el desarrollo del lenguaje del niño. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s13158-022-00325-y
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        Text: English
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      – SubjectFull: Early Learning Skills Analysis
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      – SubjectFull: Children's language
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      – SubjectFull: Multiple regression analysis
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      – TitleFull: Quality of Teacher–Child Relationships: An Exploration of its Effect on Children's Emergent Literacy Skills.
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              Text: Aug2023
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