Skip to main content
SpringerLink
Log in

Understanding Discordant Relationships between Teachers and Disruptive Kindergarten Children

An Observational Study of Teachers’ Pedagogical Practices

  • Chapter
Interpersonal Relationships in Education

Part of the book series: Advances in Learning Environments Research ((ALER,volume 3))

  • 2713 Accesses

Abstract

Researchers increasingly consider teacher-child relationships in kindergarten as an important indicator of school readiness that forecasts children’s future school success (Ladd, Herald, & Kochel, 2006; Mashburn & Pianta, 2006). Especially teacher-child conflict contributes to future socioemotional difficulties and academic underachievement (Hamre & Pianta, 2001; Ladd & Burgess, 1999) and, importantly, predicts children’s adjustment beyond children’s behavioural risk status (Ladd & Burgess, 2001; Stipek & Miles, 2008).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Baker JA. Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology. 2006;44(3):211–229.

    Article  Google Scholar 

  • Behar LB. The Preschool Behavior Questionnaire. Journal of Abnormal Child Psychology. 1977;5(3):265–275.

    Article  Google Scholar 

  • Birch SH, Ladd GW. The teacher-child relationship and children's early school adjustment. Journal of School Psychology. 1997;55(1):61–79.

    Article  Google Scholar 

  • Brophy Herb HE, Lee RE, Nievar MA, Stollak G. Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology. 2007;28(2):134–148.

    Article  Google Scholar 

  • Buyse E, Verschueren K, Doumen S. Preschoolers' attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference? Social Development. 2009;20(1):33–50.

    Article  Google Scholar 

  • Buyse E, Verschueren K, Doumen S, Van Damme J, Maes F. Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology. 2008;46(4):367–391.

    Article  Google Scholar 

  • Cicchetti D, Bronen R, Spencer S, Haut S, Berg A, Oliver P, et al. Rating scales, scales of measurement, issues of reliability: Resolving some critical issues for clinicians and researchers. Journal of Nervous and Mental Disease. 2006;194:557–564.

    Article  Google Scholar 

  • Connell JP, Wellborn JG. Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In: Gunnar MR, Sroufe LA, editors. Self processes and development, vol. 23. Hillsdale, NJ: Erlbaum; 1991. p. 43–77.

    Google Scholar 

  • Coplan RJ, Prakash K. Spending time with teacher: Characteristics of preschoolers who frequently elicit versus initiate interactions with teachers. Early Childhood Research Quarterly. 2003;18(1):143–158.

    Article  Google Scholar 

  • Doumen S, Verschueren K, Buyse E, Germeijs V, Luyckx K, Soenens B. Reciprocal relations between teacher-child conflict and aggressive behaviour in kindergarten: A three-wave longitudinal study. Journal of Clinical Child and Adolescent Psychology. 2008;37(3):588–599.

    Article  Google Scholar 

  • Ewing AR, Taylor AR. The role of child gender and ethnicity in teacher-child relationship quality and children's behavioral adjustment in preschool. Early Childhood Research Quarterly. 2009;24(1):92–105.

    Article  Google Scholar 

  • Fry PS. Process measures of problem and non-problem children's classroom behaviour: The influence of teacher behaviour variables. British Journal of Educational Psychology. 1983;53(1):79–88.

    Article  Google Scholar 

  • Goossens, F. A., Dekker, P., Bruinsma, C., & De Ruyter, P. A. (2000). De gedrags vragenlijst voor peuters en kleuters: Factor structuur, betrouwbaarheid en validiteit. [Behavior questionnaire for 2- to 6-year-olds: Factor structure, reliability, and validity]. VU University Amsterdam.

    Google Scholar 

  • Hamre BK, Pianta RC. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development. 2001;72(2):625–638.

    Article  Google Scholar 

  • Hamre BK, Pianta RC. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development. 2005;76:949–967.

    Article  Google Scholar 

  • Hamre BK, Pianta RC, Downer JT, Mashburn AJ. Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development. 2008;17:115–136.

    Google Scholar 

  • Kinzie MB, Whitaker SD, Neesen K, Kelley M, Matera M, Pianta RC. Innovative web-based professional development for teachers of at-risk preschool children. Educational Technology & Society. 2006;9(4):194–204.

    Google Scholar 

  • Koomen HMY, Verschueren K, Pianta RC. Leerling leerkracht relatie vragenlijst: Handleiding [Student teacher relationship scale: Manual]. Houten: Bohn Stafleu van Loghum; 2007.

    Google Scholar 

  • Koomen HMY, Verschueren K, Van Schooten E, Jak S, Pianta RC. Validating the student-teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology. 2012;50:215–234.

    Article  Google Scholar 

  • La Paro KM, Pianta RC, Stuhlman MW. Classroom Assessment Scoring System (CLASS). Charlottesville: University of Virginia; 2002.

    Google Scholar 

  • La Paro KM, Rimm Kaufman SE, Pianta RC. Kindergarten to 1st grade: Classroom characteristics and the stability and change of children's classroom experiences. Journal of Research in Childhood Education. 2006;21(2):189–202.

    Article  Google Scholar 

  • Ladd GW, Burgess KB. Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development. 1999;70(4):910–929.

    Article  Google Scholar 

  • Ladd GW, Burgess KB. Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development. 2001;72(5):1579–1601.

    Article  Google Scholar 

  • Ladd GW, Herald SL, Kochel KP. School readiness: Are there social prerequisites? Early Education and Development. 2006;17(1):115–150.

    Article  Google Scholar 

  • Maccoby EE. The two sexes: Growing up apart, coming together. Cambridge, MA: Belknap Press/Harvard University Press; 1998.

    Google Scholar 

  • Mashburn AJ, Pianta RC. Social relationships and school readiness. Early Education and Development. 2006;17(1):151–176.

    Article  Google Scholar 

  • Matthews JS, Ponitz CC, Morrison FJ. Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology. 2009;101(3):689–704.

    Article  Google Scholar 

  • McComas JJ, Johnson L, Symons FJ. Teacher and peer responsivity to pro-social behaviour of high aggressors in preschool. Educational Psychology. 2005;25(2–3):223–231.

    Article  Google Scholar 

  • Pianta RC. Student-teacher relationship scale. Professional manual. Lutz, Florida: Psychological Assessment Resources; 2001.

    Google Scholar 

  • Pianta RC, Hamre B, Stuhlman M. Relationships between teachers and children. In: Reynolds WM, Miller GE, editors. Handbook of psychology: Educational psychology, vol. 7. Hoboken, NJ: John Wiley & Sons; 2003. p. 199–234.

    Google Scholar 

  • Pianta RC, Mashburn AJ, Downer JT, Hamre BK, Justice L. Effects of webmediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly. 2008;23(4):431–451.

    Article  Google Scholar 

  • Raver CC, Jones SM, Li-Grining CP, Metzger M, Champion KM, Sardin L. Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly. 2008;23(1):10–26.

    Article  Google Scholar 

  • Rimm-Kaufman SE, Early DM, Cox MJ, Saluja G, Pianta RC, Bradley RH, et al. Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology. 2002;23(4):451–470.

    Article  Google Scholar 

  • Spilt JL, Koomen HMY. Widening the view on teacher-child relationships: Teachers' narratives concerning disruptive versus non-disruptive children. School Psychology Review. 2009;38:86–101.

    Google Scholar 

  • Spilt JL, Koomen HMY, Thijs JT, Van der Leij A. Supporting teachers' relationships with disruptive children: The potential of relationship-focused reflection. Attachment & Human Development. 2012;14:305–318.

    Article  Google Scholar 

  • Stipek D, Miles S. Effects of aggression on achievement: Does conflict with the teacher make it worse? Child Development. 2008;79(6):1721–1735.

    Article  Google Scholar 

  • Thijs JT, Koomen HMY. Task-related interactions between kindergarten children and their teachers: The role of emotional security. Infant and child development. 2008;17(2):181–197.

    Article  Google Scholar 

  • Thijs JT, Koomen HMY, De Jong PF, Van der Leij A, Van Leeuwen MGP. Internalizing behaviors among kindergarten children: measuring dimensions of social withdrawal with a checklist. Journal of Clinical Child and Adolescent Psychology. 2004;33:802–812.

    Article  Google Scholar 

  • Verschueren, K., Van de Water, G., Buyse, E., & Doumen, S. (2006). Aanpassing van het Classroom Assessment Scoring System-Kindergarten voor meting van de individuele leerkracht-leerling relatie. [Adaptation of the Classroom Assessment Scoring System-Kindergarten to measure the individual teacher-child relationship]. Unpublished manuscript, Centrum voor Schoolpsychologie, K. U. Leuven.

    Google Scholar 

  • Zaslow MJ, Weinfield NS, Gallagher M, Hair EC, Ogawa JR, Egeland B, et al. Longitudinal prediction of child outcomes from differing measures of parenting in a low-income sample. Developmental Psychology. 2006;42(1):27–37.

    Article  Google Scholar 

Download references

Authors
  1. Jantine L. Spilt
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Helma M. Y. Koomen
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Sense Publishers

About this chapter

Cite this chapter

Spilt, J.L., Koomen, H.M.Y. (2012). Understanding Discordant Relationships between Teachers and Disruptive Kindergarten Children. In: Interpersonal Relationships in Education. Advances in Learning Environments Research, vol 3. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-939-8_3

Download citation

Publish with us

Policies and ethics

Search

Navigation