Do Children Feel Cared for in Kindergarten? Individual Differences in Perceptions of Teacher Caring

• In Event: Impact of Early Childhood Educators on Children

Abstract

This study used multilevel modeling to examine differences in kindergarteners’ perceptions of teacher caring. Using data from an ongoing study examining the kindergarten transition, 188 children's individual and family characteristics were used to predict their perceptions of teacher caring during the fall of kindergarten. Results show that child and family characteristics have little impact on children’s perceptions of teacher caring, with only special education status significantly associated with those perceptions. This research underscores the importance of providing young children with adaptive environments to support the formation of positive school-based relationships and speaks to the need for continued support in helping teachers provide equitable environments for students with special needs.

Authors

• Robin Sayers, University of Maryland

• Lynley H. Anderman, The Ohio State University

• Laura M. Justice, The Ohio State University

• Eric M. Anderman, The Ohio State University