Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Journal of Abnormal Child Psychology

Volumn 44, Issue 1, 2016, Pages 7-17

  Cadima, Joana ^a   Verschueren, Karine ^b   Leal, Teresa ^a   Guedes, Carolina ^a  

^a UNIVERSITY OF PORTO   (Portugal)

^b UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

Classroom interactions; Early education and care; Self regulation; Socially disadvantaged children; Teacher child relationships

Indexed keywords

CHILD; CHILD BEHAVIOR; CONTROL; FEMALE; HUMAN; HUMAN RELATION; MALE; POVERTY; PRESCHOOL CHILD; PSYCHOLOGY; SCHOOL; SELF CONTROL; SOCIAL ADAPTATION; SOCIAL ENVIRONMENT; UNIVERSITY;

CHILD; CHILD BEHAVIOR; CHILD, PRESCHOOL; FACULTY; FEMALE; HUMANS; INTERNAL-EXTERNAL CONTROL; INTERPERSONAL RELATIONS; MALE; POVERTY AREAS; SCHOOLS; SELF-CONTROL; SOCIAL ADJUSTMENT; SOCIAL ENVIRONMENT;

EID: 84958152544     PISSN: 00910627     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10802-015-0060-5     Document Type: Article

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