Kathleen Moritz Rudasill|Sara E. Rimm?Kaufman|Laura M. Justice|Khara L. Pence
Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool
current educational policy emphasizes school readiness young children premium placed preschool interventions facilitate academic social readiness children limited learning experiences prior kindergarten rouse brooksgunn mclanahan 2005 teacherchild relationship viewed critical mechanism effectiveness interventions girolametto weitzman greenberg 2003 national institute child health human development early child care research network 2003 purpose study determine childrens temperament language skills predict teacherchild relationship quality sample consisted 99 atrisk preschool students three findings emerged bolder children lower language complexity likely higher levels conflict relationships teachers b shyer children greater language complexity likely dependent relationships teachers c teacher effects accounted variance conflictual dependent teacherchild relationships compared childrens behavioral inhibition language complexity study shows teacherchild relationships multirelational individual differences temperament language skills affect teacherchild interactions ultimately contribute effectiveness classroom interventions information helps unpack complexities classroom quality increasing awareness among practitioners factors contributing positive teacherchild relationships