Teacher-Child Relationship in Relation to Children's Interest and Academic Skills in Kindergarten and First Grade

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Early Learning Experiences

Abstract

The present study investigated links between teacher–child relationships and children’s interest and academic skills in kindergarten and first grade. Study I included 48 kindergarten teachers and 461 children and Study II comprised of 50 first grade teachers and 806 children. Teachers reported closeness and conflict twice across the academic year. Children were interviewed on their interest in literacy and math, and tested on their academic skills. Cross-lagged path models with the COMPLEX option were specified to account for the nested structure of the data. The relationship-driven model best described data both in kindergarten and first grade: Teacher-perceived conflict predicted lower interest and skills in literacy and math. The results emphasize the importance of reducing conflictual patterns of relationships.

Authors

• Marja-Kristiina Lerkkanen, University of Jyväskylä

• Eija Pakarinen, University of Jyväskylä

• Sirpa Eliisa Eskelä-Haapanen, University of Jyväskylä