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

Early Childhood Research Quarterly

Volumn 22, Issue 4, 2007, Pages 407-422

  Palermo, Francisco ^a   Hanish, Laura D ^a   Martin, Carol Lynn ^a   Fabes, Richard A ^a   Reiser, Mark ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Academic readiness; Preschool; Teacher child relationship

Indexed keywords

EID: 36649008680     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2007.04.002     Document Type: Article

References (51)

1. Achenbach T.M. Integrative guide for the 1991CBCL/4-18, YSR, and TRF profiles (1991), University of Vermont Department of Psychiatry, Burlington, VT
2. Achenbach T.M., and Rescorla L.A. Manual for the preschool forms & profiles (2000), University of Vermont, Research Center for Children, Youth, and Families, Burlington, VT
3. Aiken L.S., and West S.G. Multiple regression: Testing and interpreting interactions (1991), Sage, Thousand Oaks, CA
4. Alexander K.L., Entwisle D.R., and Kabbani N.S. The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record 103 (2001) 760-822
5. Bell R.Q. A reinterpretation of the direction of effects in studies of socialization. Psychological Review 75 (1968) 81-95
6. Bentler P.M. Fit indexes, Lagrange multipliers, constraint changes and incomplete data in structural models. Multivariate Behavioral Research 25 (1990) 163-172
7. Birch S.H., and Ladd G.W. The teacher-child relationship and children's early school adjustment. Journal of School Psychology 35 (1997) 61-79
8. Birch S.H., and Ladd G.W. Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology 34 (1998) 934-946
9. Bollen K.A. Structural equations with latent variables (1989), John Wiley and Sons, Oxford, England
10. Browne M.W., and Cudeck R. Alternative ways of assessing model fit. In: Bollen K.A., and Long J.S. (Eds). Testing structural equation models (1993), Sage, Newbury Park, CA 136-162
11. Caprara G.V., Barbarelli C., Pastorelli C., Bandura A., and Zimbardo P.G. Prosocial foundations of children's academic achievement. Psychological Science 11 (2000) 302-306
12. Cohen J., Cohen P., West S.G., and Aiken L.S. Applied multiple regression/correlation analysis for the behavioral sciences. 3rd ed. (2003), Erlbaum, Mahwah, NJ
13. Coie J.D., Watt N.F., West S.G., Hawkins J., Asarnow J.R., Markman H.J., et al. The science of prevention: A conceptual framework and some directions for a national research program. American Psychologist 48 (1993) 1013-1022
14. Cook R.D. Detection of influential observation in linear regression. Technometrics 19 (1977) 15-19
15. Copeland-Mitchell J., Denham S.A., and DeMulder E.K. Q-sort assessment of child-teacher attachment relationships and social competence in the preschool. Early Education and Development 8 (1997) 27-39
16. Emerson E.N., Crowley S.L., and Merrell K.W. Convergent validity of the school social behavior scales with the Child Behavior Checklist and teacher's report form. Journal of Psychoeducational Assessment 12 (1994) 372-380
17. Ensminger M.E., and Slusarcick A.L. Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education 65 (1992) 95-113
18. Fabes R.A., Martin C.L., Hanish L.D., Anders M.C., and Madden-Derdich D.A. Early school competence: The roles of sex-segregated play and effortful control. Developmental Psychology 39 (2003) 848-858
19. Hamre B.K., and Pianta R.C. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development 72 (2001) 625-638
20. Hanish L.D., and Guerra N.G. Predictors of peer victimization among urban youth. Social Development 9 (2000) 521-543
21. Howes C., Galinsky E., and Kontos S. Child care caregiver sensitivity and attachment. Social Development 7 (1998) 25-36
22. Howes C., Hamilton C.E., and Matheson C.C. Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development 65 (1994) 253-263
23. Howes C., Matheson C.C., and Hamilton C.E. Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development 65 (1994) 264-273
24. Howes C., Phillipsen L.C., and Peisner-Feinberg E. The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology 38 (2000) 113-132
25. Hughes J.N., Cavell T.A., and Jackson T. Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology 28 (1999) 173-184
26. Ladd G.W. Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment?. Child Development 61 (1990) 1081-1100
27. Ladd G.W. Probing the adaptive significance of children's behavior and relationships in the school context: A child by environment perspective. Advances in Child Development and Behavior 31 (2003) 43-104
28. Ladd G.W., Birch S.H., and Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 70 (1999) 1373-1400
29. Ladd G.W., and Burgess K.B. Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment?. Child Development 72 (2001) 1579-1601
30. Ladd G.W., and Coleman C.C. Children's classroom peer relationships and early school attitudes: Concurrent and longitudinal associations. Early Education and Development 8 (1997) 51-66
31. Ladd G.W., Kochenderfer B.J., and Coleman C.C. Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment?. Child Development 68 (1997) 1181-1197
32. Ladd G.W., and Profilet S.M. The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology 32 (1996) 1008-1024
33. Lance L.L. Teacher gender: A predictor of special education referral?. Journal of Learning Disabilities 21 (1988) 382-383
34. MacCallum R. Specification searches in covariance structure modeling. Psychological Bulletin 100 (1986) 107-120
35. MacKinnon D.P., Krull J.L., and Lockwood C.M. Equivalence of the mediation, confounding and suppression effect. Prevention Science 1 (2000) 173-181
36. MacKinnon D.P., Lockwood C.M., and Williams J. Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research 39 (2004) 99-128
37. Magnuson K.A., Meyers M.K., Ruhm C.J., and Waldfogel J. Inequality in preschool education and readiness. American Educational Research Journal 41 (2004) 115-157
38. Mashburn A.J., and Henry G.T. Assessing school readiness: Validity and bias in preschool and kindergarten teachers' ratings. Educational Measurement: Issues and Practice 23 (2004) 16-30
39. Muthén L.K., and Muthén B.O. Mplus user's guide. 4th ed. (2007), Author, Los Angeles, CA
40. Peisner-Feinberg S.E., Burchinal M.R., Clifford R.M., Culkin M.L., Howes C., Kagan S.L., et al. The relation of preschool child-care quality to children's cognitive and social development trajectories through second grade. Child Development 72 (2001) 1534-1553
41. Pianta R.C. Student-teacher relationship scale: Professional manual (2001), Psychological Assessment Resources, Odessa, FL
42. Pianta R.C., Steinberg M.S., and Rollins K.B. The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology 7 (1995) 295-312
43. Pianta R.C., and Stuhlman M.W. Teacher-child relationships and children's success in the first years of school. School Psychology Review 33 (2004) 444-458
44. Rimm-Kaufman S.E., Pianta R.C., and Cox M.J. Teachers' judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly 15 (2000) 147-166
45. Saft E.W., and Pianta R.C. Teachers' perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly 16 (2001) 125-141
46. Sameroff A.J., and Chandler M.J. Reproductive risk and the continuum of caretaking casualty. In: Horowitz F.D., Hetherington M., Scarr-Salapatek S., and Siegal G. (Eds). Review of child development research Vol. 4 (1975), University of Chicago Press, Chicago, IL 187-244
47. Sameroff A.J., and Mackenzie M.J. Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology 15 (2003) 613-640
48. Seyfried S.F. Academic achievement of African American preadolescents: The influence of teacher perceptions. American Journal of Community Psychology 26 (1998) 381-402
49. Sobel M.E. Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology 13 (1982) 290-312
50. Tabachnick B.G., and Fidell L.S. Using multivariate statistics. 4th ed. (2001), Allyn and Bacon, Boston, MA
51. Wentzel K.R. Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology 91 (1999) 76-97