When mother says to do one thing and teacher says to do another: Preschoolers’ responses to mother-teacher differences

Journal of Research in Childhood Education

Volumn 13, Issue 2, 1999, Pages 196-206

  Chen, Hsiu Ling ^a   Ispa, Jean M ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008776612     PISSN: 02568543     EISSN: 21502641     Source Type: Journal    
DOI: 10.1080/02568549909594740     Document Type: Article

References (46)

1. Alston, L. (1982). Parent vs. teacher reactions to problematic behavior in Head Start children. Journal of Applied Developmental Psychology, 3,155-165.
2. Arend, R., Gove, F. L., & Sroufe, L. A. (1979). Continuity of individual adaptation from infancy to kindergarten: A predictive study of ego-resiliency and curiosity in preschoolers. Child Development, 50, 950-959.
3. Arnett, J. (1989). Caregivers in day care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541-552.
4. Block, J. H., Block, J., & Morrison, A. (1981). Parental agreement-disagreement on child-rearing orientations and gender-related personality correlates in children. Child Development, 52, 965-974.
5. Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.
6. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
7. Crane, D. A., & Tisak, M. S. (1995). Does day-care experience affect young children’s judgments of home and school rules? Early Education and Development, 6, 25-37.
8. Gray, C., Clancy, S., & King, L. (1981). Teacher versus parent reports of preschoolers’ social competence. Journal of Personality Assessment, 45, 488-493.
9. Greenberg, M. T., & Speltz, M. (1988). Attachmentand the ontogeny of conduct problems. In J. Belsky & T. Nezworski (Eds.), Clinical implications of attachment (pp. 177-218). Hillsdale, NJ: LawrenceErlbaum.
10. Hamilton, C. E., & Howes, C. (1992). A comparison of young children’s relationship with mothers and teachers. In W. Damon (Series Ed.) & R. C. Pianta(Vol. Ed.), New directions for child development: Vol. 57. Beyond the parent: The role of other adults in children’s lives (pp. 40-60). San Francisco: Jossey-Bass.
11. Harris, P. L., Donnelly, K., Guz, G. R., & Pitt-Watson, R. (1986). Children’s understanding of the distinction between real and apparent emotion. Child Development, 57, 895-909.
12. Higgins, E. T. (1991). Development of self-regulatory and self-evaluative processes: Cost, benefits, and tradeoffs. In M. R Gunnar & L. A. Sroufe (Eds.), The Minnesota symposia on child psychology: Vol. 23. Self processes and development (pp. 125-166). Hillsdale, NJ: Lawrence Erlbaum Associates.
13. Hollingshead, A. B. (1975). Four factor index of social status. New Haven, CT: Yale University Press.
14. Howes, C., & Matheson, C. (1992). Contextual constraints on the concordance of mother-child and teacher-child relationships. In W. Damon (Series Ed.) &R.C. Pianta (Vol. Ed.), New directions for child development: Vol. 57. Beyond the parent: The role of other adults in children’s lives (pp. 25-40). San Francisco: Jossey-Bass.
15. Huston, A. C. (1983). Sex-typing. In P. H. Mussen (Ed.) Handbook of child psychology, Vol. 4: Socialization, personality, and social development (pp. 387-467). New York: Wiley.
16. Ispa, J. M. (1994). Child rearing ideas and feelings of Russian and American mothers and early childhood teachers: Some comparisons. In S. Reifel (Ed.), Advances in early education and day care, 6. Topics in early literacy, teacher preparation, and international perspectives on early care (pp. 235-257). Greenwich, CT: JAI Press.
17. Ispa, J. M., Gray, M. M., & Thornburg, K. R. (1988). Parents, teachers, and day care children: Patterns of interconnection. Journal of Research in Childhood Education, 3, 76-84.
18. Kochanska, G. (1995). Children’s temperament, mothers’ discipline, and security of attachment: Multiple pathways to emerging internalization. Child Development, 66, 597-615
19. Kontos, S. (1987). Theattitudinalcontextoffamily-day care relationships. In D. Peters & S. Kontos (Eds.), Continuity and discontinuity of experience in child care (pp. 91-114). Norwood, NJ: Ablex.
20. Kuczynski, L., Kochanska, G., Radke-Yarrow, M., & Gimius-Brown, O. (1987). A developmental interpretation of young children’s noncompliance. Developmental Psychology, 23, 799-806.
21. Laupa, M. (1994). “Who’s in charge?: Preschool children’s concepts of authority. Early Childhood Research Quarterly, 9, 1-17.
22. Laupa, M. (1995). Children’s reasoning about authority in home and school contexts. Social Development, 4, 1-16.
23. Laupa, M., & Turiel, E. (1993). Authority reasoning and social context. Journal of Educational Psychology, 85, 191-197.
24. Londerville, S., & Main, M. (1981). Security of attachment, compliance, and maternal training methods in the second year of life. Developmental Psychology, 17, 289-299.
25. Long, F., & Garduque, L. (1987). Continuity between home and family day care: Caregivers’ and mothers’ perceptions and children’s social experience. In D. Peters & S. Kontos (Eds.), Continuity and discontinuity of experience in child care (pp. 69-90). Norwood, NJ: Ablex.
26. Main, M., & Cassidy, J. (1988). Categories of response to reunion with the parent at age 6: Predictable from infant classifications and stable over a 1-month period. Developmental Psychology, 24, 415-426.
27. Malatesta, C. Z., & Haviland, J. M. (1982). Learning display rules: The socialization of emotion expression in infancy. Child Development, 53, 991-1003.
28. Malatesta, C. Z., Grigoryev, P., Lamb, C., Albin, M., & Culver, C. (1986). Emotion socialization and expressive development in preterm and full-term infants. Child Development, 57, 316-330.
29. Nucci, L., & Turiel, E. (1978). Social interactions and the development of social concepts in preschool children. Child Development, 49, 400-407.
30. Powell, D. (1989). Families and early childhood programs. Washington, DC: National Association for the Education of Young Children.
31. Powell, D. R., & Stremmel, A. J. (1987). Managing relations with parents: Research notes on the teacher’s role. In D. Peters & S. Kontos (Eds.), Continuity and discontinuity of experience in child care (pp. 115-128). Norwood, NJ: Ablex.
32. Power, T. G., McGrath, M. P., Hugh, S. O., & Manire, S.H. (1994). Compliance and self-assertion: Young children’s responses to mother versus fathers. Developmental Psychology, 30, 980-989.
33. Rutter, M. (1982). Epidemiological-longitudinal approach to the study of development. In W. A. Collins (Ed.), The Minnesota symposia on child psychology: Vol. 15. The concept of development (pp. 105-144). Hillsdale, NJ: Lawrence Erlbaum.
34. Rutter, M., & Garmezy, N. (1983). Developmental psychology. In P. H. Mussen(Ed.) Handbook of child psychology, Vol. 4: Socialization, personality, and social development (pp. 775-911). New York: Wiley.
35. Smetana, J. G. (1981). Preschool children’s conceptions of moral and social rules. Child Development, 52, 1333-1336.
36. Smetana, J. G. (1985). Preschool children’s conceptions of transgressions: Effects of varying moral and conventional domain-related attributes. Developmental Psychology, 21, 18-29.
37. Sroufe, L. A (1983). Infant-caregiver attachment and patterns of adaptation in preschool: The roots of maladaptation and competence. In M. Perlmutter (Ed.), The Minnesota symposia on child psychology, Vol. 16. Developmental and policy concerning children with special needs (pp. 41-83). Hillsdale, NJ: Lawrence Erlbaum.
38. Sroufe, L. A., & Fleeson, J. (1986). Attachment and the construction of relationships. In W. W. Hartup & Z. Rubin (Eds.), Relationships and development (pp. 5171). Hillsdale, NJ: Erlbaum.
39. Sroufe, L. A., Fox, N. E., & Pancake, V. R. (1983). Attachment and dependency in developmental perspective. Child Development, 54, 1615-1627.
40. Valsiner, J. (1989). Collective coordination of progressive empowerment. In L. T. Winegar (Ed.), Social interaction and the development of childrens understanding (pp. 7-20). Norwood, NJ: Ablex.
41. Vaughn, B. R., Block, J. H., & Block, J. (1988). Parental agreement on child rearing during early childhood and psychological characteristics of adolescents. Child Development, 59, 1020-1033.
42. Waters, E. (1987). Attachment behavior Q-Set: Revision 3.0. Unpublished manuscript, SUNY: Stony Brook.
43. Waters, E., Kondo-Ikemura, K, Posada, G., & Richters, J. E. (1991). Learning to love: Mechanisms and milestones. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development (Minnesota symposia on child psychology: Vol. 23) (pp. 217-255). Hillsdale, NJ: Lawrence Erlbaum.
44. West, J., Wright, D., & Hausken, E. G. (1995). Child care and early education program participation of infants, toddlers, and preschoolers. Washington, DC: U.S. Department of Education.
45. Winegar, L. T. (1989). Organization and process in the developmentofchildren’s understandingofsodal events. In L. T. Winegar (Ed.), Social interaction and the development of children’s understanding (pp. 45-65). Norwood, NJ: Ablex.
46. Winetsky, C. S. (1978). Comparisons of the expectations of parents and teachers for the behavior of preschool children. Child Development, 49, 1146-1154.