Title: Language Development in the Early School Years: The Importance of Close Relationships with Teachers
Authors: Spilt, Jantine L. ×
Koomen, H.M.Y.
Harrison, L.J. #
Issue Date: 2015
Publisher: American Psychological Association
Series Title: Developmental Psychology vol:51 issue:2 pages:185-196
Article number: 10.1037/a0038540
Abstract: This longitudinal study examined developmental links between closeness in teacher-child relationships and children’s receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at ages 4/5, 6/7, and 8/9 years (three waves). Teachers reported on levels of closeness in relationships with individual children. Independent assessments of receptive language were employed. Parents and teachers reported on peer interaction problems and child conduct problems. Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. However, the effects were only modest.
Description: Included in the Australian Governments Department of Social Services (DSS's) Longitudinal Surveys Electronic (FLoSse) Research archive:
ISSN: 0012-1649
Publication status: published
KU Leuven publication type: IT
Appears in Collections:School Psychology and Development in Context
× corresponding author
# (joint) last author

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