Erin O'Connor

Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School

The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood.

Teacher-child relationships as dynamic systems.

The purpose of the present study was to examine factors associated with the quality of the teacher-child relationship from first through fifth grade using data from phases I, II and III of the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development, a prospective study of 1364 children from birth through sixth grade. On average, children evidenced moderately high quality relationships with teachers in fifth grade. However, there was extensive variation in fifth grade relationship quality across children. Children who received more support and stimulation at home and whose parents had higher quality interactions with the school had higher quality relationships. Additionally, children in classrooms with more positive environments and better management had higher quality relationships. Lastly, females, European-American children, children with lower levels of behavior problems and children who had higher quality relationships with their teachers in kindergarten also had higher quality relationships with teachers. On average, children evidenced decreases in the quality of their relationships with teachers from first through fifth grade. Interestingly, children whose parents had more contact with their schools, who were in schools where teachers received higher salaries and in classrooms that had more positive emotional climates and that were better managed evidenced slower rates of decline in relationship quality. Implications for theory and practice are discussed.

Testing associations between young children's relationships with mothers and teachers

The current study was conducted to examine associations between childrens maternal attachments and the quality of their relationships with teachers at 3 time points. The quality of the teacher-child relationship at 54 months, kindergarten, and 1st grade was regressed on blocks of predictors that included maternal attachment at 15, 24, and 36 months. There were 4 main findings. First, insecure/other attachment was a negative predictor of the quality of the teacher-child relationship at all 3 time points. Second, avoidant attachment was a negative predictor of the quality of the teacher-child relationship at 54 months. Third, in kindergarten, avoidant children in more hours of school had better quality relationships with teachers than avoidant children in fewer hours. Fourth, there were associations among the quality of the teacher-child relationship at all 3 time points. Implications for practice are discussed.

Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory

Through a translational approach, dynamic skill theory enhances the understanding of the variation in the behavioral and cognitive presentations of a high-risk population-maltreated children. Two studies illustrate the application of normative developmental constructs from a dynamic skills perspective to samples of young maltreated and nonmaltreated children. Each study examines the emotional and cognitive development of maltreated children with attention to their developing world view or negativity bias and cognitive skills. Across both studies, maltreated children demonstrate negativity bias when compared to their nonmaltreated counterparts. Cognitive complexity demonstrated by the maltreated children is dependent upon a positive or negative context. Positive problem solving is more difficult for maltreated children when compared to their nonmaltreated counterparts. Differences by maltreatment type, severity, timing of the abuse, and identity of the perpetrator are also delineated, and variation in the resulting developmental trajectories in each case is explored. This translation of dynamic skill theory, as applied to maltreated children, enhances our basic understanding of their functioning, clarifies the nature of their developmental differences, and underscores the need for early intervention.

Behavior problems in late childhood: the roles of early maternal attachment and teacher-child relationship trajectories

The purposes of the current study were: (1) to examine the roles of early maternal attachment relationships and teacher–child relationships during childhood for externalizing and internalizing behaviors in late childhood, and (2) to investigate teacher–child relationships, as well as externalizing and internalizing behaviors in early childhood as possible mechanisms linking early maternal attachment relationships to behavior problems in late childhood. Longitudinal data from the National Institute of Child Health and Human Development Early Child Care Research Network Study of Early Child Care and Youth Development (N = 1140 mothers and children) were used in this investigation. There were three main findings. First, insecure/other maternal attachment relationships in early childhood (i.e., 36 months) were associated with externalizing and internalizing behaviors in late childhood (Grade 5). Second, elevated levels of teacher–child conflict during childhood were associated with externalizing behaviors in late childhood whereas low levels of teacher–child closeness were associated with internalizing behaviors. Third, the effects of insecure/other attachment on externalizing and internalizing behaviors in late childhood were mediated through teacher–child relationships during childhood and early externalizing and internalizing behaviors. Implications for attachment theory are discussed.

Teacher-child relationships and academic achievement: A multilevel propensity score model approach☆

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and childrens academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on childrens academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during childrens transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed.

Risks and outcomes associated with disorganized/controlling patterns of attachment at age three years in the National Institute of Child Health & Human Development Study of Early Child Care and Youth Development

Disorganized/controlling attachment in preschool has been found to be associated with maternal and child maladjustment, making it of keen interest in the study of psychopathology. Additional work is needed, however, to better understand disorganized/controlling attachment occurring as early as age 3 years. The primary aims of this study were to evaluate risk factors and outcomes associated with disorganized/controlling behavior at age 3 years and to evaluate the risk factors and outcomes differentiating the four subtypes of disorganized/controlling attachment. Analyses were conducted with the first two phases of the National Institute of Child Health & Human Development Study of Early Child Care and Youth Development, a prospective study of 1,364 children from birth. At 36 months of age, across the attachment-relevant domains of maternal well-being, mother-child interactions, and child social adaptation, the disorganized/controlling group evidenced the most maladaptive patterns in comparison to both secure and insecure-organized groups. At 54 months of age, the disorganized/controlling group displayed the highest levels of internalizing and externalizing behavior problems, as rated by mothers and teachers, and the lowest quality relationships with teachers. Significant differences found among the disorganized/controlling subtypes indicated that the behaviorally disorganized and controlling-punitive subtypes had more maladaptive patterns across variables than did the controlling-caregiving and controlling-mixed subtypes.

Teacher-child relationships in prekindergarten: The influences of child and teacher characteristics

The purpose of the current study was to investigate child and teacher characteristics associated with closeness and conflict in prekindergarten teacher–child relationships. Child gender and temperament were significantly associated with closeness and conflict. Specifically, higher levels of shyness correlated with closer relationships for boys than for girls. Additionally, higher levels of child anger were associated with more conflicted relationships for boys and less conflicted relationships for girls. An association was also found between frequency of teacher–child interactions and relationship conflict. Children who had more interactions with teachers had more conflicted relationships. Implications for teacher education and professional development are discussed.

Cross-sectional associations of Spanish and English competence and well-being in Latino children of immigrants in kindergarten

Abstract The aim of this study is to examine within an ecological model the associations of dual language (Spanish/English) competences with the emotional and behavioral well-being of young children of immigrants in kindergarten. Latino children of immigrants (n = 228) from a public school-based community sample were assessed using standardized, comprehensive measures of Spanish and English oral language competence and normed teacher reports on five dimensions of emotional and behavioral well-being and school functioning (interpersonal, intrapersonal, and affective strengths, connection to family, and school functioning). Relevant contextual factors at home (maternal education, poverty, family structure) and school (teacher experience and practices, classroom composition), as well as child factors (non-verbal IQ, gender) were considered. Spanish and English competences accounted for moderate to large portions of variance in all dimensions of well-being. The contributions of child, home, and school variables to well-being were much smaller than language competence, and in most cases, not significant. Our findings suggest that dual language competence is critically associated with the emotional and behavioral well-being and school functioning of Latino children of immigrants.

Associations between child and teacher characteristics and quality of teacher–child relationships: the case of Hungary

The purpose of the current study was to investigate variations in teacher–child relationships in childcare classrooms in Budapest, Hungary (N = 172 children in 43 classrooms), and to examine whether variations were associated with child and/or teacher characteristics. In addition, cultural variation was examined with reference to an American comparison group (N = 36 children in nine classrooms). Teacher–child relationships were found to vary in the in levels of closeness, conflict and over-dependence. There was more variation within as opposed to between classrooms, indicating that child attributes play an important role in teacher–child relationships. Girls had better relationships with their teachers than boys, characterised by higher levels of closeness and lower levels of conflict. Higher levels of shyness were associated with more conflicted teacher–child relationships for boys, and less conflicted ones for girls. Teachers with higher levels of neuroticism and depression tended to report more conflicted relationships with children. Hungarian teachers reported more closeness in their relationships with younger children, whereas American teachers reported higher levels of relationship closeness with older children. Hungarian teachers reported higher levels of over-dependence of the children in their classrooms than did American teachers. Educational implications as well as limitations and recommendations for future research are discussed.