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Sensitivity in Teachers’ Interaction Processes is Central to the Improvement of Teacher–Child Relationships

Sensitivity in Teachers’ Interaction Processes is Central to the Improvement of Teacher–Child... The topic of sensitivity and close relationships has attracted Klaus and Karin Grossmann a great deal throughout their entire professional careers trying to discover the mechanisms for how this might occur and be maintained over the life span in various developmental contexts. As one of the important contexts, Beckh and Becker-Stoll’s (2016) paper characterize positive teacher-child relationships through high levels of closeness and low levels of conflict. Against the background of international work in this area, Beckh and Becker-Stoll refer to two central outcomes from NUBBEK, the large scale German National Study of Child Care in Early Childhood, revealing that boys and migrant children are least likely to form close relationships with their teachers. Once teacher-child relationships are positively established, interestingly however, these children benefit the most in developmental domains which are considered typically weak for boys (i.e., social emotional skills) and for migrant children (i.e., language skills). These results are very timely and go far beyond current research which revealed successful child outcomes through close teacher-child relationships only in general, and not as straightforward and meaningful.Moreover, Beckh and Becker-Stoll raise two connected questions on (1) how close teacher-child relationships emerge, and consequently (2) how supervisions for professionals should http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Developmental Science iospress

Sensitivity in Teachers’ Interaction Processes is Central to the Improvement of Teacher–Child Relationships

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Publisher
IOS Press
Copyright
Copyright © 2016 IOS Press and the authors. All rights reserved
ISSN
2192-001X
DOI
10.3233/DEV-16198
Publisher site
See Article on Publisher Site

Abstract

The topic of sensitivity and close relationships has attracted Klaus and Karin Grossmann a great deal throughout their entire professional careers trying to discover the mechanisms for how this might occur and be maintained over the life span in various developmental contexts. As one of the important contexts, Beckh and Becker-Stoll’s (2016) paper characterize positive teacher-child relationships through high levels of closeness and low levels of conflict. Against the background of international work in this area, Beckh and Becker-Stoll refer to two central outcomes from NUBBEK, the large scale German National Study of Child Care in Early Childhood, revealing that boys and migrant children are least likely to form close relationships with their teachers. Once teacher-child relationships are positively established, interestingly however, these children benefit the most in developmental domains which are considered typically weak for boys (i.e., social emotional skills) and for migrant children (i.e., language skills). These results are very timely and go far beyond current research which revealed successful child outcomes through close teacher-child relationships only in general, and not as straightforward and meaningful.Moreover, Beckh and Becker-Stoll raise two connected questions on (1) how close teacher-child relationships emerge, and consequently (2) how supervisions for professionals should

Journal

International Journal of Developmental Scienceiospress

Published: Jan 1, 2016

References