The Effects of Child-Teacher Relationships on Interpersonal Problem-Solving Skills of Children


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Ocak Ş.

INFANTS & YOUNG CHILDREN, vol.23, no.4, pp.312-322, 2010 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 23 Issue: 4
  • Publication Date: 2010
  • Doi Number: 10.1097/iyc.0b013e3181f27769
  • Title of Journal : INFANTS & YOUNG CHILDREN
  • Page Numbers: pp.312-322

Abstract

Early positive relationships between children and adults are critical in the acquisition of children's problem-solving skills. The early teacher-child relationship has an important role in how a child negotiates the conflicts and manages relationships with peers. Our purpose was to evaluate the effect of the teacher-child relationship at kindergarten entry on the problem-solving skills of 5- and 6-year-old children. We examined how teachers' ratings of their relationships with their students had an impact on children's interpersonal problem-solving skills. We found that teachers perceive more conflicts with children who articulated either too few or too many problem-solving strategies. Teachers' perceptions of conflictual relationships with children were associated with the child's use of aggression during structured problem-solving interviews. Teachers' perceptions of conflicts were not, however, associated with children's prosocial problem-solving strategies. Our pilot results suggest that teachers may require different management strategies for children who demonstrate aggression and who are less likely to articulate positive alternatives.