Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools
| Autor: | Jentry Stoneman Barrett, Ray E. Reichenberg, Kathleen Moritz Rudasill, Emily Wilson, Martinique Sealy, Yuenjung Joo, Jungwon Eum |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Health
Toxicology and Mutagenesis media_common.quotation_subject Closeness education Psychological intervention lcsh:Medicine behavioral disciplines and activities Article Developmental psychology Social skills Intervention (counseling) mental disorders Humans 0501 psychology and cognitive sciences Interpersonal Relations kindergarten Child Students interventions media_common 05 social sciences Multilevel model lcsh:R Public Health Environmental and Occupational Health 050301 education temperament Test (assessment) teacher–child relationships Scale (social sciences) Temperament rural School Teachers Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | International Journal of Environmental Research and Public Health Volume 17 Issue 24 International Journal of Environmental Research and Public Health, Vol 17, Iss 9371, p 9371 (2020) |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph17249371 |
| Popis: | Children&rsquo s relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher&ndash child relationships are predicated, in part, on children&rsquo s temperament. The &ldquo INSIGHTS into Children&rsquo s Temperament&rdquo intervention was intended to improve children&rsquo s and teachers&rsquo understanding of their and others&rsquo temperament, and has been shown to improve children&rsquo s social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effectiveness of INSIGHTS for promoting positive relationships between teachers and children in kindergarten. Two cohorts of kindergarten students (N = 127) and teachers (N = 30) were randomized into INSIGHTS or control conditions by school. Teachers reported on the quality of the teacher&ndash child relationship before and after the INSIGHTS intervention (Time 1 and 2) using the Student&ndash Teacher Relationship Scale: Short Form and provided a rating of children&rsquo s temperament with the Teacher School-Age Temperament Inventory at Time 1. Data were analyzed with hierarchical linear modeling. Two significant findings emerged. First, INSIGHTS promoted more closeness between teachers and children, regardless of temperament. Second, the INSIGHTS intervention was protective against the development of conflictual teacher&ndash child relationships for children with negative reactivity. |
| Databáze: | OpenAIRE |
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