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Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten
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Brock, Laura L.; Curby, Timothy W. – Early Education and Development, 2014
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's…
Descriptors: Preschool Teachers, Preschool Children, Kindergarten, Teacher Student Relationship
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills
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Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K. – Early Education and Development, 2013
Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student…
Descriptors: Teacher Student Relationship, Achievement Gains, Academic Achievement, Interpersonal Competence