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 |
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| Language: | English |
| Authors: | Vatou, Anastasia (ORCID |
| Source: | International Journal of Early Childhood. Aug 2023 55(2):279-294. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Teacher Student Relationship, Emergent Literacy, Teacher Attitudes, Student Attitudes, Kindergarten, Preschool Teachers, Preschool Children, Foreign Countries, Measures (Individuals), Rating Scales, Intelligence Tests, Verbal Ability, Vocabulary, Predictor Variables |
| Geographic Terms: | Greece |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale, Peabody Picture Vocabulary Test |
| DOI: | 10.1007/s13158-022-00325-y |
| ISSN: | 0020-7187 1878-4658 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1391165 |
| Database: | ERIC |
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| Abstract: | 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. |
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| ISSN: | 0020-7187 1878-4658 |
| DOI: | 10.1007/s13158-022-00325-y |
