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Young Children's Perceptions of the Quality of Teacher-Child Interactions and School Engagement in Greek Kindergartens

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Title: Young Children's Perceptions of the Quality of Teacher-Child Interactions and School Engagement in Greek Kindergartens
Language: English
Authors: Papadopoulou, Elena, Gregoriadis, Athanasios
Source: Journal of Early Childhood Research. Sep 2017 15(3):323-335.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Kindergarten
Descriptors: Preschool Children, Kindergarten, Preschool Teachers, Foreign Countries, Gender Differences, Teacher Student Relationship, Learner Engagement, Ethnic Groups, Teacher Attitudes, Student Attitudes, Interaction, Correlation, Affective Behavior, Statistical Analysis, Surveys
Geographic Terms: Greece
DOI: 10.1177/1476718X16656212
ISSN: 1476-718X
Abstract: The purpose of this study was to examine young children's perceptions about the quality of their interactions with their teachers and the possible association of teacher-child relationships with children's school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers' and children's perceptions. Young Children's Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children's perceptions about their teacher-child relationships and teacher's assessments about children's school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher-child interactions based on children's perspectives and about the association between the quality of teacher-child interactions and children's school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher-child relationship is associated with children's school engagement.
Abstractor: As Provided
Number of References: 56
Entry Date: 2017
Accession Number: EJ1151318
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Young Children's Perceptions of the Quality of Teacher-Child Interactions and School Engagement in Greek Kindergartens
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Papadopoulou%2C+Elena%22">Papadopoulou, Elena</searchLink><br /><searchLink fieldCode="AR" term="%22Gregoriadis%2C+Athanasios%22">Gregoriadis, Athanasios</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Research%22"><i>Journal of Early Childhood Research</i></searchLink>. Sep 2017 15(3):323-335.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
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  Label: Publication Date
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  Data: 2017
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1476718X16656212
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1476-718X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to examine young children's perceptions about the quality of their interactions with their teachers and the possible association of teacher-child relationships with children's school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers' and children's perceptions. Young Children's Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children's perceptions about their teacher-child relationships and teacher's assessments about children's school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher-child interactions based on children's perspectives and about the association between the quality of teacher-child interactions and children's school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher-child relationship is associated with children's school engagement.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 56
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
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  Data: EJ1151318
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1151318
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        Value: 10.1177/1476718X16656212
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 323
    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Ethnic Groups
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Affective Behavior
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      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Greece
        Type: general
    Titles:
      – TitleFull: Young Children's Perceptions of the Quality of Teacher-Child Interactions and School Engagement in Greek Kindergartens
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            NameFull: Papadopoulou, Elena
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            NameFull: Gregoriadis, Athanasios
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