The Teacher-cmld Relationship Patterns As Correlates Of Childerens School Adjustment In Kindergarten

Teacher reports of children's relationship, competence and problem behaviorsrnare important sources of information in school psychology. This study examinesrnteacher-child relationships as correlates of children's school adjustment paradigm.rnPatterns of kindergarten teacher's perceptions of their relationship with children wererndescribed in a cluster analysis for 305 children on a teacher report measure.rnThree patterns of relationships were described: More positively involved , functionalrnaverage, and negatively involved . Children in the three patterns significantly differ inrnschool adjustment. Children with whom kindergarten teachers reported a positivernrelationship were better adjusted in school and had warm, close and communicativernrelationships than those whom the teachers report negative relationships.

Get Full Work

Report copyright infringement or plagiarism