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Related Experiment Video

Updated: Jun 14, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
07:56

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

Teacher-child relationships as dynamic systems.

Erin O'Connor1

  • 1New York University, USA. eoc2@nyu.edu <eoc2@nyu.edu>

Journal of School Psychology
|April 13, 2010
PubMed
Summary
This summary is machine-generated.

Teacher-child relationship quality in elementary school is influenced by home support, parent-school interactions, and classroom environment. Factors like gender and fewer behavior problems also play a role.

Related Experiment Videos

Last Updated: Jun 14, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
07:56

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

Area of Science:

  • Child Development
  • Educational Psychology
  • Sociology of Education

Background:

  • The teacher-child relationship is crucial for academic and social-emotional development.
  • Understanding factors influencing this relationship quality across elementary grades is essential for educational interventions.

Purpose of the Study:

  • To investigate predictors of teacher-child relationship quality from first to fifth grade.
  • To examine factors associated with the maintenance of relationship quality over time.

Main Methods:

  • Utilized longitudinal data from the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development (1364 children).
  • Analyzed data from birth through sixth grade, focusing on teacher-child relationship quality in elementary school years.
  • Employed statistical methods to identify significant influencing factors.

Main Results:

  • Children with greater home support, positive parent-school interactions, and better-managed classrooms reported higher quality teacher-child relationships.
  • Females, European-American children, those with fewer behavioral issues, and strong kindergarten relationships showed higher quality relationships.
  • Relationship quality generally declined from first to fifth grade, but this decline was slower for children with involved parents, higher teacher salaries, and positive classroom environments.

Conclusions:

  • Home environment, parent involvement, and classroom quality significantly impact teacher-child relationship quality.
  • Interventions supporting families and improving classroom settings can foster stronger teacher-child bonds.
  • Addressing factors that slow the decline in relationship quality is vital for sustained positive development.