Classroom observations of teacher-child relationships among racially symmetrical and racially asymmetrical teacher-child dyads
European Early Childhood Education Research Journal, cilt.20, sa.3, ss.329-349, 2012 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 20 Sayı: 3
- Basım Tarihi: 2012
- Doi Numarası: 10.1080/1350293x.2012.704759
- Dergi Adı: European Early Childhood Education Research Journal
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.329-349
- Anahtar Kelimeler: child behavior, early childhood, race match, teacher behavior, teacher-child relationship
- Boğaziçi Üniversitesi Adresli: Evet
Özet
Literature suggests that teachers are more likely to have conflictual relationship with children from racially/ethnically diverse background in comparison to white children. One may argue that children from racially/ethnically diverse background may be at disadvantage because the teacher-child relationship in early childhood is a significant predictor of later school achievement. This study examined the intertwined relations between child behavior, teacher behavior, and teacher-child interaction to understand how these variables interact and shape the quality of the teacher-child relationships. The aim was to understand whether teacher-child race match matters to the quality of teacher-child relationships. Four culturally and linguistically diverse Head Start classrooms including 41 children and eight female teachers participated in the study. The observational data and teacher ratings of child social-emotional competence were collected. Findings suggested that race does play a role in the process of building teacher-child relationships. The implications for practice and limitation are also discussed. © 2012 Copyright EECERA.