期刊
EARLY CHILDHOOD RESEARCH QUARTERLY
卷 66, 期 -, 页码 48-60出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.ecresq.2023.08.009
关键词
Student -Teacher relationship; ECEC adjustment and liking; Social play behavior; Early childhood education; Sibling design; MoBa
This study examines the association between children's adjustment, social play behavior, and Early Childhood Education and Care (ECEC) program-liking in universal ECEC with the quality of student-teacher relationships and structural quality features of the classrooms they attend. The findings suggest that student-teacher closeness is positively associated with children's adjustment, ECEC liking, and social play behavior.
This study aims at examining whether children's adjustment, social play behavior and Early Childhood Education and Care (ECEC) program-liking in universal ECEC are associated with the quality of student-teacher relationships and structural quality features of the classrooms they attend. The sample includes 7,436 5-year-old children (50% girls) and 195 sibling pairs (48% girls) participating in the nationwide Norwegian Mother, Father and Child Cohort Study (MoBa). Three sets of findings are presented. First, student-teacher closeness is associated with children's adjustment (beta = .47; SE = .01), ECEC liking (beta = .14; SE = .02) and social play behavior (beta = .06; SE = .02) in the between-child analysis. Second, associations of student-teacher closeness with children's adjustment and ECEC liking are evident even after accounting for all confounders shared by siblings in the within-family analysis (sibling fixed effects). Third, structural quality indicators are related to the children's outcomes primarily via quality of student-teacher relationships.
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