Social-emotional classroom climate in child care, child–teacher relationships and children's second grade peer relations.

By C. Howes. 2000

536 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fad10179d6cb72e932745af572bff56b3f5bb8b8

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Citations in the corpus

The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade (2012, background): “Furthermore, young children exhibited more prosocial behavior when their teachers showed warmth and when their relationship with their teacher was unconflicted and close (Birch & Ladd, 1998; Howes, 2000; Kienbaum, 2001).”
Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships (2007, background): “Emotionally negative preschool classroom environments are also related to aggressive, disruptive peer behavior in second grade, especially for boys (Howes, 2000).”
Teacher factors associated with preschool teacher‐child relationships: Teaching efficacy and parent‐teacher relationships (2005, background): “Teachers, like parents, are considered important and capable social partners in scaffolding young children’s learning and social interactions (Berk & Winsler, 1995; Howes, 2000).”
Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective (2008, methodology): “…work habits, academic performance, social competence, adaptive behavior, and peer-rated liking (e.g., Birch & Ladd, 1997; Hamre & Pianta, 2001; Howes, 2000; Hughes, Cavell, & Willson, 2001; Pianta & Stuhlman, This research was supported by Grant 41121203 from the Netherlands Organization for…”
Elementary School Children with Behavior Problems: Teacher-Child Relations and Self-Perception. A Prospective Study (2004, unknown): “Externalizing behaviors have been associated with conflictual, dependent, and nonclose relationships, concurrently and prospectively (Birch & Ladd, 1998; Howes, 2000; Howes, Phillipsen, & Peisner-Feinberg Peisner-Feinberg, 2000; Ladd & Burgess, 1999; Pianta & Niemitz, 1991).”
Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “Skinner, Bryant, Coffman, & Campbell, 1998), greater teacher-rated social competence (Burchinal et al., 2005; Howes, 2000; Pianta et al., 2002), and decreases in mother-reported internalizing problems from 54 months to the end of first grade (NICHD ECCRN, 2003).”
Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?. (2011, result): “Also congruent with previous studies, we found higher teacher–child closeness to be associated with lower levels of aggressive behavior (e.g., Birch & Ladd, 1998; Howes, 2000; Hughes et al., 1999; Pianta & Stuhlman, 2004; Silver, Measelle,Armstrong, & Essex, 2005).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “Higher rates of disharmonious interactions and conflict with the teacher can create an atmosphere that may increase stress and reduce engagement in learning, beyond the influence of the nature of the dyadic relationship the child has with the teacher (Howes, 2000).”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “…with the scaffolding needed to facilitate language and cognitive growth (Clarke-Stewart 1973, Bradley et al. 1989, Bronfenbrenner & Morris 1998, Howes 2000, Katz 2000, Landry et al. 2001, Tamis-LeMonda & Bornstein 2002, Hirsh-Pasek & Burchinal 2006), limiting observational studies of joint…”
Typical Classroom Experiences in First Grade: The Role of Classroom Climate and Functional Risk in the Development of Social Competencies (2007, background): “The development of children’s social competence is associated with a positive classroom environment and teachers who provide a nurturing context for positive peer interactions (Howes, Phillips, & Whitebrook, 1992). We suspect that children who are exposed to positive and responsive teachers are more”