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Closeness and Conflict in Teacher-Child Relationships in Preschool: The Role of Child Personality Types

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Title: Closeness and Conflict in Teacher-Child Relationships in Preschool: The Role of Child Personality Types
Language: English
Authors: Embacher, Eva-Maria (ORCID 0000-0002-2440-8540), Zöggeler-Burkhardt, Laura (ORCID 0000-0001-8200-2592), Smidt, Wilfri (ORCID 0000-0002-8289-1577)
Source: Early Child Development and Care. 2023 193(11):1240-1256.
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: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Teacher Student Relationship, Preschool Teachers, Preschool Children, Foreign Countries, Personality Traits, Resilience (Psychology), Conflict, Measures (Individuals), Rating Scales
Geographic Terms: Austria
Assessment and Survey Identifiers: Student Teacher Relationship Scale
DOI: 10.1080/03004430.2023.2236318
ISSN: 0300-4430
1476-8275
Abstract: The positive impact of warm and supportive relationships between children and preschool teachers on children's development has been highlighted in many studies. However, research gaps exist regarding the prediction of teacher-child relationships in preschool. In particular, little is known about associations between child personality and relationships with preschool teachers, although previous evidence indicates links between personality and social relationships in general. The study aims to address this research gap and identifies associations between child personality types and teacher-child relationships by using a sample of 163 children attending 65 preschool classes in Austria. After controlling for child and teacher characteristics, the results show that preschool teachers perceived less closeness with children characterized as "overcontrollers" and "undercontrollers" compared to children described as "resilients." Furthermore, the preschool teachers perceived their relationships as more conflictual with "undercontrollers" compared to "resilients" and "overcontrollers." Considering children's personality types seems to be important to improve teacher-child relationships.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1404182
Database: ERIC
FullText Text:
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  Data: Closeness and Conflict in Teacher-Child Relationships in Preschool: The Role of Child Personality Types
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Embacher%2C+Eva-Maria%22">Embacher, Eva-Maria</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2440-8540">0000-0002-2440-8540</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zöggeler-Burkhardt%2C+Laura%22">Zöggeler-Burkhardt, Laura</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8200-2592">0000-0001-8200-2592</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smidt%2C+Wilfri%22">Smidt, Wilfri</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8289-1577">0000-0002-8289-1577</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2023 193(11):1240-1256.
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 17
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Student+Teacher+Relationship+Scale%22">Student Teacher Relationship Scale</searchLink>
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  Data: 10.1080/03004430.2023.2236318
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  Data: 0300-4430<br />1476-8275
– Name: Abstract
  Label: Abstract
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  Data: The positive impact of warm and supportive relationships between children and preschool teachers on children's development has been highlighted in many studies. However, research gaps exist regarding the prediction of teacher-child relationships in preschool. In particular, little is known about associations between child personality and relationships with preschool teachers, although previous evidence indicates links between personality and social relationships in general. The study aims to address this research gap and identifies associations between child personality types and teacher-child relationships by using a sample of 163 children attending 65 preschool classes in Austria. After controlling for child and teacher characteristics, the results show that preschool teachers perceived less closeness with children characterized as "overcontrollers" and "undercontrollers" compared to children described as "resilients." Furthermore, the preschool teachers perceived their relationships as more conflictual with "undercontrollers" compared to "resilients" and "overcontrollers." Considering children's personality types seems to be important to improve teacher-child relationships.
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  Data: 2023
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  Data: EJ1404182
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        Value: 10.1080/03004430.2023.2236318
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      – Text: English
    PhysicalDescription:
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        PageCount: 17
        StartPage: 1240
    Subjects:
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Personality Traits
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Conflict
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Rating Scales
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      – SubjectFull: Austria
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      – SubjectFull: Student Teacher Relationship Scale
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      – TitleFull: Closeness and Conflict in Teacher-Child Relationships in Preschool: The Role of Child Personality Types
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