Journal ArticleDOI
Maternal, teacher, and child care history correlates of children's relationships with peers.
TLDR
Social competence at age 4 was assessed with both familiar and unfamiliar peers and relationships with both initial and 4-year-old teachers were related to social competence with peers.Abstract:
Mother and teacher correlates of social competence with familiar and unfamiliar peers in 84 children who entered child care at three different times are examined. Social competence at age 4 was assessed with both familiar and unfamiliar peers. Relationships with both initial and 4-year-old teachers were related to social competence with peers. Maternal attachment relationships at 12 months and at 4 years did not predict social competence with peers.read more
Citations
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Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
TL;DR: Relational Negativity in kindergarten was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally.
Journal ArticleDOI
Where is the child's environment? A group socialization theory of development.
Abstract: Do parents have any important long-term effects on the development of their child's personality? This article examines the evidence and concludes that the answer is no. A new theory of development is proposed: that socialization is context-specific and that outside-the-home socialization takes place in the peer groups of childhood and adolescence. Intraand intergroup processes, not dyadic relationships, are responsible for the transmission of culture and for environmental modification of children's personality characteristics. The universality of children's groups explains why development is not derailed by the wide variations in parental behavior found within and between societies.
Journal ArticleDOI
Can Instructional and Emotional Support in the First‐Grade Classroom Make a Difference for Children at Risk of School Failure?
TL;DR: Analysis of ways in which children's risk of school failure may be moderated by support from teachers found at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers.
Book
Enhancing Relationships Between Children and Teachers
TL;DR: In this article, the authors discuss the importance of supportive relationships in the development of a child's developing system and how school policy affects the child-teacher relationship, and how strong relationships mean less risk.
Journal ArticleDOI
The significance of insecure attachment and disorganization in the development of children's externalizing behavior: a meta-analytic study.
R. M. Pasco Fearon,Marian J. Bakermans-Kranenburg,Marinus H. van IJzendoorn,Anne-Marie Lapsley,Glenn I. Roisman +4 more
TL;DR: This study addresses the extent to which insecure and disorganized attachments increase risk for externalizing problems using meta-analysis and discusses the potential significance of attachment for mental health.
References
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Attachment and Loss. Vol. I.
TL;DR: Bowlby's "mother-child tie" as discussed by the authors is the first part of a two volume work, which should no doubt be viewed as a whole, and it is a worthy successor to the classic monograph on maternal separation with which the author came to the world's attention in 1951.
The Role of Ego-Control and Ego-Resiliency in the Organization of Behavior
Jeanne H. Block,Jack Block +1 more
TL;DR: For what now approaches 30 years, Block et al. as mentioned in this paper investigated the implications of two personality parameters they have chosen to call ego-control and ego-resiliency, and evaluated their behavioral relevance in a wide range of experim ental situations.
Journal ArticleDOI
Defining and Assessing Individual Differences in Attachment Relationships: Q-Methodology and the Organization of Behavior in Infancy and Early Childhood.
Everett Waters,Kathleen E. Deane +1 more
TL;DR: In this paper, the authors adapted observational techniques employed by behavioral biologists and learned to examine infant behavior in detail and in context, and found that this behavior is complexly organized, goalcorrected, and sensitive to environmental input.