Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade

Child Development

Volumn 72, Issue 2, 2001, Pages 625-638

  Hamre, Bridget K ^b   Pianta, Robert C ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; AGE; ARTICLE; BEHAVIOR DISORDER; CHILD; CHILD DEVELOPMENT; COHORT ANALYSIS; DEFENSE MECHANISM; EDUCATION; FEMALE; FOLLOW UP; HUMAN; HUMAN RELATION; MALE; MIDDLE AGED; PRESCHOOL CHILD; PROSPECTIVE STUDY; SEX DIFFERENCE; SOCIAL ADAPTATION; UNIVERSITY;

ADULT; AGE FACTORS; CHILD; CHILD BEHAVIOR DISORDERS; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COHORT STUDIES; EDUCATIONAL MEASUREMENT; FACULTY; FEMALE; FOLLOW-UP STUDIES; HUMANS; INTERPERSONAL RELATIONS; MALE; MIDDLE AGED; NEGATIVISM; PROSPECTIVE STUDIES; SEX FACTORS; SOCIAL ADJUSTMENT;

EID: 0035287677     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-8624.00301     Document Type: Article

References (59)

1. Amato, P. R., & Keith, B. (1991). Parental divorce and the well-being of children: A meta-analysis. Psychological Bulletin, 110, 26-46.
2. Birch, S. H. (1997, April). Children's nominations and ratings of teacher-child relationships: Measure development and implications for education practice. Poster session presented at the biennial meeting of the Society for Research in Child Development, Washington, DC.
3. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
4. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
5. Bowlby, J. (1982). Attachment and loss: Vol. 1. Attachment (Rev. ed.). New York: Basic.
6. Bretherton, I. (1990). Open communication and internal working models: Their role in the development of attachment relationships. In R. A. Thompson (Ed.), Nebraska Symposium on Motivation: Vol. 36. Socioemotional development, (pp. 57-113). Lincoln: University of Nebraska Press.
7. Bryant, D., Clifford, R., & Feinberg, E. (1991). Best practices for beginners: Developmental appropriateness in kindergarten. American Educational Research Journal, 28, 783-803.
8. Campbell, S. B. (1994). Hard-to-manage preschool boys: Externalizing behavior, social competence, and family context at two-year follow-up. Journal of Abnormal Child Psychology, 22, 147-167.
9. Cicchetti, D., & Lynch, M. (1993). Toward an ecological/transactional model of community violence and child maltreatment: Consequences for children's development. Psychiatry: Interpersonal and Biological Processes, 56, 96-118.
10. Cicchetti, D., & Richters, J. E. (1993). Developmental considerations in the investigation of conduct disorder. Development and Psychopathology, 5, 331-344.
11. Cohn, D. A. (1990). Child-mother attachment of six-year-olds and social competence at school. Child Development, 61, 152-162.
12. Cummings, E. M., Iannotti, R. J., & Zahn-Waxler, C. (1985). The influence of conflict between adults on the emotion and aggression of young children. Developmental Psychology, 21, 495-507.
13. Doll, B. (1996). Children without friends: Implications for practice and policy. School Psychology Review, 25, 165-183.
14. Entwisle, D. R., & Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. Elementary School Journal, 98, 351-364.
15. Entwisle, D. R., & Hayduk, L. A. (1988). Lasting effects of elementary school. Sociology of Education, 61, 147-159.
16. Essex, M. J., & Armstrong, J. M. (1999, March). The importance of assessing children's self-perceptions in understanding the transition to school. Paper presented at the biennial meeting of the Society of Research in Child Development, Albuquerque, NM.
17. Greenberg, M. T., Speltz, M. L., & Deklyen, M. (1993). The role of attachment in the early development of disruptive behavior disorders. Development and Psychopathology, 5, 191-213.
18. Hambleton, R. K., Hieronymous, A. N., & Hoover, H. D. (1987). Iowa Test of Basic Skills, Forms G and H. In D. J. Keyser & R. C. Sweetland (Eds.), Test critiques (Vol. VI, pp. 277-286). Kansas City, KS: Test Corporation of America.
19. Hieronymus, A. N., & Hoover, H. D. (1978). Iowa Test of Basic Skills, Forms G and H. Chicago: Riverside Publishing Company.
20. Hightower, A. D., Work, W. C., Cowen, E. L., Lotyczewski, B. S., Spinnell, A. P., Guare, J. C., & Rohrbeck, C. A. (1986). The Teacher-Child Rating Scale: A brief objective measure of elementary children's school problem behaviors and competencies. School Psychology Review, 15, 393-409.
21. Howes, C., & Hamilton, C. E. (1992). Child relationships with child care teachers: Stability and concordance with parental attachments. Child Development, 63, 859-866.
22. Howes, C., & Hamilton, C. E. (1993). The changing experience of child care: Changes in teachers and in teacher-child relationships and children's social competence with peers. Early Childhood Research Quarterly, 8, 15-32.
23. Howes, C., Hamilton, C. E., & Matheson, C. C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263.
24. Howes, C., & Matheson, C. C. (1992). Contextual constraints on the concordance of mother-child and teacher-child relationships. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children's lives: New directions for child development (pp. 25-40). San Francisco: Jossey-Bass.
25. Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development, 65, 264-273.
26. Howes, C., & Richie, S. (1999). Attachment organizations in children with difficult life circumstances. Development and Psychopathology, 11, 251-268.
27. Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, 1305-1317.
28. Kowaleski-Jones, L., & Duncan, G. J. (1999). The structure of achievement and behavior across middle childhood. Child Development, 70, 930-943.
29. Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70, 910-929.
30. Lochman, J. E., & The Conduct Problems Prevention Research Group. (1995). Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology, 63, 549-559.
31. Lynch, M., & Cicchetti, D. (1992). Maltreated children's reports of relatedness to their teachers. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children's lives: New directions for child development (pp. 81-108). San Francisco: Jossey-Bass.
32. Lynch, M., & Cicchetti, D. (1997). Children's relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology, 35, 81-99.
33. Main, M., & Hesse, E. (1990). Parents' unresolved traumatic experiences are related to infant disorganized attachment status: Is frightened and/or frightening parental behavior the linking mechanism? In M. T. Greenberg, D. Cicchetti, & E. M. Cummings (Eds.), Attachment in the preschool years (pp. 161-182). Chicago: University of Chicago Press.
34. Main, M., Kaplan, N., & Cassidy, J. (1985). Security in infancy, childhood, & adulthood: A move to the level of the representation. In I. Bretherton & E. Waters (Eds.), Growing points in attachment theory and research (pp. 66-104). Monographs of the Society for Research in Child Development, 50(1-2, Serial No. 209).
35. Meyer, L. A., Waldrop, J. L., Hastings, C. N., & Linn, R. L. 1993. Effects of ability and settings on kindergartners' reading performance. Journal of Educational Research, 86, 142-160.
36. Park, K. A., & Waters, E. (1989). Security of attachment and preschool friendships. Child Development, 60, 1076-1081.
37. Pianta, R. C. (1992a). Beyond the parent: The role of other adults in children's lives: New directions for child development. San Francisco: Jossey-Bass.
38. Pianta, R. C. (1992b). The Student Teacher Relationship Scale. University of Virginia, Charlottesville.
39. Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32, 15-31.
40. Pianta, R. C. (1997). Adult-child relationship processes and early schooling. Early Education and Development, 8, 11-26.
41. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
42. Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2000). Observed quality of the kindergarten classroom environment: Description and relations with teacher, family, and school characteristics and child outcomes. Unpublished manuscript.
43. Pianta, R. C., & McCoy, S. J. (1997). The first day of school: The predictive validity of early school screening. Journal of Applied Developmental Psychology, 18, 1-22.
44. Pianta, R. C., & Nimetz, S. L. (1991). Relationships between children and teachers: Associations with classroom and home behavior. Journal of Applied Developmental Psychology, 12, 379-393.
45. Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships and adjustment in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
46. Pianta, R. C., & Steinberg, M. S. (1992). Teacher-child relationships and the process of adjusting to school. New Directions for Child Development, 57, 61-80.
47. Pianta, R. C., Steinberg, M. S., & Rollins, L. B. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312.
48. Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., Tabor, J., Beuhring, T., Sieving, R. E., Shew, M., Ireland, M., Bearinger, L. H., & Udry, J. R. (1998). Protecting adolescents from harm: Findings from the National Longitudinal Study of Adolescent Health. In R. E. Muuss & H. D. Porton (Eds.), Adolescent behavior and society: A book of readings (5th ed., pp. 376-395). New York: McGraw-Hill.
49. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. E. Rolf & A. S. Matsen (Eds.), Risk and protective factors in the development of psychopathology (pp. 181-214). New York: Cambridge University Press.
50. Saft, E., & Pianta, R. C. (2000). A descriptive study of the Student Teacher Relationship Scale with preschoolers. Unpublished doctoral dissertation, University of Virginia, Charlottesville.
51. Salvia, J., & Ysseldyke, J. E. (1985). Assessment in special and remedial education (3rd ed.). Boston: Houghton Mifflin.
52. Sroufe, L. A. (1983). Infant-caregiver attachment and patterns of adaptation in preschool: The roots of maladaptation and competence. In M. Perlmutter (Ed.), Minnesota Symposium in Child Psychology: development and policy concerning children with special needs (Vol. 16, pp. 41-81). Hillsdale, NJ: Erlbaum.
53. Sroufe, L. A. (1988). The role of infant-caregiver attachment in development. In J. Belsky & T. Nezworski (Eds.), Clinical implications of attachment (pp. 18-38). Hillsdale, NJ: Erlbaum.
54. Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Guide for administering and scoring the Stanford-Binet Intelligence Scale: Fourth edition. Chicago: Riverside.
55. Tramontane M. G., Hooper, S. R., & Selzer, S. C. (1988). Research on the preschool prediction of later academic achievement: A review. Developmental Review, 8, 89-146.
56. Trickett, P. K., McBride-Chang, C., & Putman, F. W. (1994). The classroom performance and behavior of sexually abused females. Development and Psychopathology, 6, 183-194.
57. Verschueren, K., Marcoen, A., & Schoefs, V. (1996). The internal working model of the self, attachment, and competence in five-year-olds. Child Development, 5, 2493-2511.
58. Waters, E., & Deane, K. E. (1985). Defining and assessing individual differences in attachment relationships: Q-methodology and the organization of behavior in infants and early childhood. In I. Bretherton & E. Waters (Eds.), Growing points of attachment theory and research (pp. 41-65). Monographs of the Society for Research in Child Development, 50(1, Serial No. 209).
59. Wentzel, K. (1996, April). Effective teachers are like good parents: Understanding motivation and classroom behavior. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.