Relationship between Preschool Teachers' Reports of Children's Behavior and their Behavior toward those Children

Autor/inn/en	Dobbs, Jennifer; Arnold, David H.
Titel	Relationship between Preschool Teachers' Reports of Children's Behavior and their Behavior toward those Children
Quelle	In: School Psychology Quarterly, 24 (2009) 2, S.95-105 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0016157
Schlagwörter	Check Lists; Attribution Theory; Behavior Problems; Psychologists; School Psychologists; Preschool Children; Child Behavior; Preschool Teachers; Early Experience; Teacher Attitudes; Teacher Student Relationship; Correlation; Massachusetts; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Checkliste; Psychologist; Psychologe; Psychologin; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologen; Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Frühbeginn; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Master-Studiengang
Abstract	The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the connection between teachers' perceptions of children's behavior and teachers' behavior toward those children. One hundred seven preschool children and 24 preschool teachers participated in this study. Two teachers reported on each child's behavior using the Teacher Report Form of the Child Behavior Checklist. Commands and praise directed toward children by the teachers in the study were coded from classroom videotapes. Teachers gave more commands to children that they perceived as having greater general behavior problems, even after controlling for the shared variance in the other classroom teacher's report of the child's behavior. Implications for school psychologists, teachers, and researchers are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10