Quality of Teacher-Child Relationship and Preschoolers' Pro-Social Behaviour in German Kindergartens
Saved in:
| Title: | Quality of Teacher-Child Relationship and Preschoolers' Pro-Social Behaviour in German Kindergartens |
|---|---|
| Language: | English |
| Authors: | Glüer, Michael, Gregoriadis, Athanasios (ORCID |
| Source: | Education 3-13. 2017 45(5):558-571. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Preschool Education |
| Descriptors: | Teacher Student Relationship, Preschool Teachers, Preschool Children, Factor Analysis, Gender Differences, Student Behavior, Prosocial Behavior, Foreign Countries, Behavior Problems, Measures (Individuals), Rating Scales, Questionnaires, Kindergarten, Teacher Surveys, Check Lists, Child Behavior, Screening Tests, Statistical Analysis |
| Geographic Terms: | Germany |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale, Child Behavior Checklist, Strengths and Difficulties Questionnaire |
| DOI: | 10.1080/03004279.2016.1140802 |
| ISSN: | 0300-4279 |
| Abstract: | Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of teacher-child relationships. The purpose of this study was to examine the adapted STRS in the German early childhood education settings and to investigate it's associations with children's pro-social and problematic behaviour. Seventy-eight preschool teachers rated the quality of their relationships with 153 children aged 2-7 years and their pro-social and problematic behaviour. An explorative factor analysis revealed three consistent factors: closeness, conflict and dependency. The former inconsistent dependency scale showed good internal consistency. The item constellation was the same as of the adapted STRS. As expected preschool teachers rated girls closer compared to boys. Closeness was positive associated with pro-social behaviour and conflict and dependency was positive correlated with externalising behaviour. The results of this study support the reliability and validity of the adapted STRS in the German kindergarten context. |
| Abstractor: | As Provided |
| Number of References: | 51 |
| Entry Date: | 2017 |
| Accession Number: | EJ1152371 |
| Database: | ERIC |
| Abstract: | Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of teacher-child relationships. The purpose of this study was to examine the adapted STRS in the German early childhood education settings and to investigate it's associations with children's pro-social and problematic behaviour. Seventy-eight preschool teachers rated the quality of their relationships with 153 children aged 2-7 years and their pro-social and problematic behaviour. An explorative factor analysis revealed three consistent factors: closeness, conflict and dependency. The former inconsistent dependency scale showed good internal consistency. The item constellation was the same as of the adapted STRS. As expected preschool teachers rated girls closer compared to boys. Closeness was positive associated with pro-social behaviour and conflict and dependency was positive correlated with externalising behaviour. The results of this study support the reliability and validity of the adapted STRS in the German kindergarten context. |
|---|---|
| ISSN: | 0300-4279 |
| DOI: | 10.1080/03004279.2016.1140802 |
