Preschoolers' academic readiness: What role does the teacher-child relationship play?

被引：120

作者：

Palermo, Francisco ^{[1
]}

Hanish, Laura D. ^{[1
]}

Martin, Carol Lynn ^{[1
]}

Fabes, Richard A. ^{[1
]}

Reiser, Mark ^{[1
]}

机构：

[1] Arizona State Univ, Program Family & Human Dev, Sch Social & Family Dynam, Tempe, AZ 85287 USA

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2007年 / 22卷 / 04期

关键词：

teacher-child relationship; preschool; academic readiness;

D O I：

10.1016/j.ecresq.2007.04.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We examined the role of the teacher-child relationship quality (close, dependent, and conflictive) on preschoolers' (N=95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically diverse preschool-aged sample. The association between close teacher-child relationships and academic readiness was partially mediated by prosocial behavior and peer group exclusion. There was also evidence of a transactional association between close teacher-child relationships and children's behavior. Additionally, children's behavior and peer group exclusion mediated the relation between negative teacher-child relationships (dependent and conflictive) and academic readiness. The findings suggest that teacher training, education, and support for establishing close teacher-child relationships may maximize preschoolers' academic readiness by promoting social adaptation. (C) 2007 Elsevier Inc. All rights reserved.

引用

页码：407 / 422

页数：16

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