Testing associations between young children's relationships with mothers and teachers

Erin O'Connor, Kathleen McCartney

Research output: Contribution to journalReview article

Abstract

The current study was conducted to examine associations between children's maternal attachments and the quality of their relationships with teachers at 3 time points. The quality of the teacher-child relationship at 54 months, kindergarten, and 1st grade was regressed on blocks of predictors that included maternal attachment at 15, 24, and 36 months. There were 4 main findings. First, insecure/other attachment was a negative predictor of the quality of the teacher-child relationship at all 3 time points. Second, avoidant attachment was a negative predictor of the quality of the teacher-child relationship at 54 months. Third, in kindergarten, avoidant children in more hours of school had better quality relationships with teachers than avoidant children in fewer hours. Fourth, there were associations among the quality of the teacher-child relationship at all 3 time points. Implications for practice are discussed.

Original languageEnglish (US)
Pages (from-to)87-98
Number of pages12
JournalJournal of Educational Psychology
Volume98
Issue number1
DOIs
StatePublished - Feb 2006

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Mother-Child Relations
teacher
Mothers
kindergarten child
kindergarten
school grade
school
time

Keywords

  • Child care
  • First grade
  • Kindergarten
  • Maternal attachment
  • Teacher- child relationships

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Testing associations between young children's relationships with mothers and teachers. / O'Connor, Erin; McCartney, Kathleen.

In: Journal of Educational Psychology, Vol. 98, No. 1, 02.2006, p. 87-98.

Research output: Contribution to journalReview article

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