The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective
This study examines how a set of the child’s proximal relationships (mother–child, father–child, and teacher–child) and parent–teacher relationships relate to the child’s prosocial and learning behaviors in kindergarten. The sample included 95 mother–father–child triads (child mean age 5.9 years) an...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-06-01
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| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/10/7/1102 |
| _version_ | 1827733460221952000 |
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| author | Ifat Weisberger Yair Ziv |
| author_facet | Ifat Weisberger Yair Ziv |
| author_sort | Ifat Weisberger |
| collection | DOAJ |
| description | This study examines how a set of the child’s proximal relationships (mother–child, father–child, and teacher–child) and parent–teacher relationships relate to the child’s prosocial and learning behaviors in kindergarten. The sample included 95 mother–father–child triads (child mean age 5.9 years) and 42 kindergarten teachers. All adults reported on their relationship with the child and on their perceptions of parent–teacher relationships. Teachers reported on the child’s behaviors. Main findings: (1) All proximal relationships and the teachers’ relationships with mothers and fathers were related to children’s outcomes; and (2) different patterns of associations were found between father–child and mother–child relationships, and teacher–child relationship, parent–teacher relationships, and children’s outcomes. These findings hint to the different roles of fathers and mothers in their children’s development and to distinguished patterns of relationships of mothers and fathers with kindergarten teachers. |
| first_indexed | 2024-03-11T01:11:38Z |
| format | Article |
| id | doaj.art-636b8ba46cdc4458b0abb887f39aa246 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-11T01:11:38Z |
| publishDate | 2023-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-636b8ba46cdc4458b0abb887f39aa2462023-11-18T18:48:13ZengMDPI AGChildren2227-90672023-06-01107110210.3390/children10071102The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological PerspectiveIfat Weisberger0Yair Ziv1Department of Counseling and Human Development, Faculty of Education, University of Haifa, Haifa 3498838, IsraelDepartment of Counseling and Human Development, Faculty of Education, University of Haifa, Haifa 3498838, IsraelThis study examines how a set of the child’s proximal relationships (mother–child, father–child, and teacher–child) and parent–teacher relationships relate to the child’s prosocial and learning behaviors in kindergarten. The sample included 95 mother–father–child triads (child mean age 5.9 years) and 42 kindergarten teachers. All adults reported on their relationship with the child and on their perceptions of parent–teacher relationships. Teachers reported on the child’s behaviors. Main findings: (1) All proximal relationships and the teachers’ relationships with mothers and fathers were related to children’s outcomes; and (2) different patterns of associations were found between father–child and mother–child relationships, and teacher–child relationship, parent–teacher relationships, and children’s outcomes. These findings hint to the different roles of fathers and mothers in their children’s development and to distinguished patterns of relationships of mothers and fathers with kindergarten teachers.https://www.mdpi.com/2227-9067/10/7/1102parent–teacher relationshipssocioemotional developmentkindergartenecological perspective |
| spellingShingle | Ifat Weisberger Yair Ziv The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective Children parent–teacher relationships socioemotional development kindergarten ecological perspective |
| title | The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective |
| title_full | The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective |
| title_fullStr | The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective |
| title_full_unstemmed | The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective |
| title_short | The Child–Mother–Father–Teacher Relationship Network in Kindergarten and Its Association with Children’s Social and Academic Development: An Ecological Perspective |
| title_sort | child mother father teacher relationship network in kindergarten and its association with children s social and academic development an ecological perspective |
| topic | parent–teacher relationships socioemotional development kindergarten ecological perspective |
| url | https://www.mdpi.com/2227-9067/10/7/1102 |
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