Related Resource of 8841
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Result | Resource Type |
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Student-Teacher Relationship Scale |
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Measuring teacher-child relationships in the Greek kindergarten setting: A validity study of the Student-Teacher Relationship Scale-Short Form A test of the factorial validity of a Greek translation of the Student-Teacher Relationship Scale-Short Form (STRS-SF) in a population of 336 children and 56 kindergarten teachers in Thessaloniki |
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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care A follow-up investigation into the effects of the quality, quantity, and type of child care on children’s development through primary school, using longitudinal data collected on child care settings and children's cognitive and social functioning |
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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships An investigation of the effects of a pro-social teacher-child intervention on teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher–child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions |
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Ready to learn?: Children’s pre-academic achievement in pre-kindergarten programs An evaluation of the effects of program structural and process quality, materials, effective teaching, and teacher-child relationships on academic and social skills outcomes in a sample of 2800 children from state-funded pre-kindergarten programs in eleven states |
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The transition to school: Adaptation in young children with and without intellectual disability An examination of young children's transition process to school, comparing young children with special needs to typically developing young children and investigating predictors of successful transitions to school, including child self-regulation, IQ, adaptive behavior, and parent and teacher-reported social skills |
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Attachment relationships as predictors of language skills for at-risk bilingual preschool children A study of the association between both English and Spanish language competence and the type of attachment relationship between preschool children and both their teachers and parents, and an examination of differences by child gender and level of parental acculturation, based on data collected from a sample of 468 Hispanic American children attending 7 urban child care or early childhood centers |
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Teachers' perceptions of their relationships with children who speak English as an additional language in early childhood settings An investigation of the relationship between early childhood educators perceptions' of their relationships with young children, including those who spoke English as a second language to determine the effects of speaking English as a second language on these relationships |
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Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program A study of the effect of online or traditional training in the Banking Time socioemotional intervention on both program implementation and teacher-child relationships, based on studies of the classrooms of 252 preschool teachers serving at risk students |
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Teacher-child relationships and children's externalizing behaviors in Head Start A study of the relationship between teacher-child relationship quality and Head Start children's externalizing behaviors, as well as teacher, student, and classroom characteristics, based on data gathered from 100 Head Start children and their teachers in 10 classrooms |
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Toward a further understanding of teachers' reports of early teacher-child relationships: Examining the roles of behavior appraisals and attributions A study of the relationship between teachers' ratings of their relationships with the students and their ratings of the children's social skills, and a study of the moderating variable of teacher perception of children's control over their social behavior, based on an examination of the ratings produced by 81 kindergarten teachers in the Netherlands |
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Relationships between teachers and preschoolers who are at risk: Contribution of children’s language skills, temperamentally based attributes, and gender A study of the correlations of child shyness, anger, comprehension, and gender to teacher-child closeness and conflict in a sample of 133 preschoolers and their teachers from 16 Head Start or public prekindergarten programs |
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Spanish-speaking children's social and language development in pre-kindergarten classrooms A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs |
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Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K An evaluation of the influence of a socioemotional learning curriculum, Strong Start Pre-K, on children's social and emotional competence, based on data from 52 preschool students in a Title 1 preschool in a metropolitan area in Utah |
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Does class size in first grade relate to children's academic and social performance or observed classroom processes? An assessment of the amount that first grade class size predicted child outcomes and observed classroom processes using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2008 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
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Models of emotion skills and social competence in the Head Start classroom A study of the relationships between emotional skills and social competence in 44 children enrolled in a Head Start program |
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Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality A study of differences in teachers' perceptions of prekindergarten children's behavior problems by ethnic group and gender, and a second study of the relationship between both classroom and teacher quality and children's behavior problems, based on a secondary analysis of two multi-state prekindergarten studies |
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? [Abridged] An abridged reprint of a study of how children's socioemotional development is affected by the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type and other characteristics of child care, using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors An investigation of the effects of teacher and classroom characteristics on their ratings of preschool socioemotional competence using data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 |
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Poverty, relationship conflict, and the regulation of cortisol in small and large group contexts at child care An examination of the relationship between cortisol regulation and the relationship quality of children with thiermothers and teachers from data collected from 60 children living in poverty, in large and small classrooms, at a large, urban child care center in the northeastern United States in the summer of 2005 |
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NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
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Teacher-child relationships and children's success in the first years of school An examination of teacher-child relationships in preschool, kindergarten, and first grade, investigating the association between the relationships and children's socioemotional development and academic achievements in school |
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Preschoolers' attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference? An examination of the moderating role of teacher-child closeness in the association between mother-child attachment quality and aggressive behavior in kindergarten, and a study of the moderating role of teacher sensitivity in the association between preschool attachment quality and kindergarten teacher-child closeness, based on data collected from 237 Dutch-speaking Belgian children |
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Fathers' and mothers' parenting behavior and beliefs as predictors of children's social adjustment in the transition to school A study on the association between the parenting behaviors and beliefs of fathers and mothers and their children’s social transition into school, based on a sample of 648 children and their married parents from the National Institute of Child Health and Development (NICHD) Study of Early Child Care |
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Are there long-term effects of early child care? An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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Testing associations between young children's relationships with mothers and teachers A longitudinal examination of the impact of maternal attachment and early teacher-child relationships on teacher-child relationships in later academic years using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Productive activity and the prevention of behavior problems An examination of the relationship between children's level of productive activity within home and school environments and their ability to self regulate, using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC) |
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The day-to-day reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives A study of the relationship between teacher turnover and classroom quality, based on a survey of 34 teachers, directors, parents, and children from 9 centers in North Carolina |
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Family-school connectedness and children's early social development An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers |
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NICHD Study of Early Child Care and Youth Development: Phase II, 1996-1999 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
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The role of emotion regulation in children's early academic success An examination and comparison of the mechanisms by which emotion regulation skills relate to academic success in a population of 325 kindergarteners |
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NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1995 [United States] The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. |
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Observed differences between early childhood programs in the U.S. and Korea: Reflections of ''developmentally appropriate practices'' in two cultural contexts An observational study comparing American and Korean preschool teachers' use of developmentally appropriate practices and the effects of classroom practices on their relationships with their students |
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Examining associations between effortful control and teacher-child relationships in relation to Head Start children's socioemotional adjustment An examination of the associations between socioemotional adjustment and both child effortful control and teacher-child relationships, based on a study of 140 rural low income 4- and 5-year-old Head Start children (77 boys and 63 girls), their parents, lead teachers, and teacher assistants |
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Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences A longitudinal study examining the extent that social competence in first grade can be predicted by the first grade classroom environment and earlier home and child care experiences |
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Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences A study of the association between academic and cognitive development of first graders and the quantity and quality of child care, home learning environment, family demographics, and maternal characteristics of a sample of 832 children from 9 states |
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties |
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Preschoolers’ academic readiness: What role does the teacher-child relationship play? A study of the effects of the child-teacher relationship on school readiness as mediated by prosocial and aggressive behavior and peer group exclusion, in a convenience sample of 95 children and their teachers from six preschools in a metropolitan area of the Southwestern United States |
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Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development A study of the relationships among levels of children's language development, quality and positivity of classroom and language environments, adult-child relationships, and child engagement, in a sample of 102 children and 92 child care providers, and a study of the relationship between child care worker educational level and the quality of their classroom language environments, the types of language stimulation used in their classrooms, and the levels of language development of their students, based on data collected from 24 center-based child care providers |
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? A study of the links between children's socioemotional development and both the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type, and other characteristics of child care |
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The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers Findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on classroom management and instruction and children's behavior |
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Temperament and language skills as predictors of teacher-child relationship quality in preschool A study examining the extent to which preschool children's temperament (shyness) and language skills predict the quality of the student-teacher relationship |
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