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


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Ocak Ş.

INFANTS & YOUNG CHILDREN, cilt.23, ss.312-322, 2010 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 23 Konu: 4
  • Basım Tarihi: 2010
  • Doi Numarası: 10.1097/iyc.0b013e3181f27769
  • Dergi Adı: INFANTS & YOUNG CHILDREN
  • Sayfa Sayısı: ss.312-322

Özet

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.