Teacher-Child Relationship Quality and Kindergarten Outcomes: The Moderating Role of Classroom Activity Settings
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| Title: | Teacher-Child Relationship Quality and Kindergarten Outcomes: The Moderating Role of Classroom Activity Settings |
|---|---|
| Language: | English |
| Authors: | Elia G. Ramirez, Jessica E. Whittaker, Jamie DeCoster, Robert C. Pianta, Virginia E. Vitiello |
| Source: | Grantee Submission. 2025. |
| Peer Reviewed: | Y |
| Page Count: | 45 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N160021 R305B200005 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Teacher Student Relationship, Kindergarten, Class Activities, Correlation, School Districts, Student Diversity, Social Emotional Learning, Outcomes of Education, Academic Achievement, Educational Quality, Educational Environment, Time Factors (Learning), Preschool Teachers, Measures (Individuals), Rating Scales, Cognitive Tests, Short Term Memory, Task Analysis, Executive Function, Child Development |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale, Digit Span Test |
| DOI: | 10.1016/j.ecresq.2025.03.004 |
| Abstract: | Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (n = 2,439) and their teachers (n = 452) in a large and diverse school district in the United States. Using regression models that accounted for the dependence of students in classrooms, the current study examined the following three research questions: 1) To what extent is quality of children's relationships with their teacher at the beginning of kindergarten associated with growth in children's outcomes (academic, social-emotional, behavioral) over the kindergarten year? 2) To what extent is time spent in different classroom activity settings (i.e., small group, whole group, individual) associated with growth in outcomes? 3) Does time spent in different classroom activity settings moderate the association between teacher-child relationship quality and growth in children's outcomes? We found significant associations between teacher-child relationship quality and kindergarten outcomes as well as between small group setting and mathematics outcomes. We also found that group setting moderated associations between teacher-child relationship quality and some kindergarten outcomes. The findings illustrate the centrality of teacher-child relationship quality in supporting children's outcomes in the early years. Findings also suggest that although there may not be many direct associations between time spent in different settings and outcomes, to fully understand how teacher-child relationships are associated with children's outcomes, it may be important to consider the activity settings in which children spend their time. [This paper was published in "Early Childhood Research Quarterly" v72 p295-306 2025.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED672993 |
| Database: | ERIC |
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