Spending time with teacher
Characteristics of preschoolers who frequently elicit versus initiate interactions with teachers
Bibliographic Data
| ID | 12136752 |
|---|---|
| Authors | Robert J Coplan (0000-0003-3696-2108, Carleton University, corresponding author), Kavita Prakash (Carleton University) |
| Year | 2003 |
| Volume | 18 |
| Issue | 1 |
| Pages | 143-158 |
| Publication date | 2003-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/s0885-2006(03)00009-7 |
| OpenAlex | W2018258237 |
| Language | EN |
| Citations received | 29 |
| References cited | 42 |
Competence (human resources · Developmental psychology · Early childhood · Early childhood education · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · Social Psychology
A Meta‐Analytic Review of Personality and Teacher–Student Relationships
Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings
Social Withdrawal in Childhood
Students’ characteristics and teacher–child relationships in instruction
Don’t Fret, Be Supportive! Maternal Characteristics Linking Child Shyness to Psychosocial and School Adjustment in Kindergarten
Teacher Behavior With Upper Elementary School Students in the Social Margins of Their Classroom Peer Group
Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions
Teachers' emotional expressiveness and classroom management practices
Cross-cultural examination of teacher-child dependency and relationship quality across Greece and China
O reduzido envolvimento social
Perfis de envolvimento relativo do pai e ajustamento social de crianças em jardim-de-infância
As relações de pares de jovens socialmente retraídos
Behavioral and relational correlates of low self-perceived competence in young children
Development of student–teacher relationships in rural early elementary classrooms
Teachers’ outlooks and assistance strategies with regard to “shy” pupils
On the road to participatory pedagogy
Being Shy at School
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
Linking Parent-Child, Teacher-Child, and Peer Relationship Quality to Shyness in Childhood and Adolescence
Bashful Boys and Coy Girls
Commentary
Comparison of Global and Daily Ratings of Associations between Anxiety and Depressive Behaviors and Impairment in Preschool-Aged Children
The Social Cognitions of Socially Withdrawn Children
Teacher–child relationship quality
Do children's adjustment problems contribute to teacher–child relationship quality? Support for a child-driven model
The Student–Teacher Relationship Scale revisited
Child temperament, teacher–child interactions, and teacher–child relationships
Shame on me? Shyness, social experiences at preschool, and young children’s self-conscious emotions
Longitudinal bidirectional relations between psychological maltreatment by teachers and psychosocial adjustment during early adolescence
Peer rejection in childhood
Enhancing relationships between children and teachers.
Behavior Problems in Preschool Children
Attachment and Dependency in Developmental Perspective
Social Competence at School
Patterns of relationships between children and kindergarten teachers
Peer Interactions, Relationships, and Groups
Charting the Relationship Trajectories of Aggressive, Withdrawn, and Aggressive/Withdrawn Children during Early Grade School
The teacher-child relationship and children's early school adjustment
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
The multiple caretaker paradox
Social‐emotional Classroom Climate in Child Care, Child‐Teacher Relationships and Children’s Second Grade Peer Relations
Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten
Children's play, teacher-child interactions, and teacher beliefs in integrated early childhood programs
An ecobehavioral analysis of early childhood classrooms
Mental representations of attachment in day care providers
Children's interpersonal behaviors and the teacher–child relationship
The Child Behavior Scale
Age-related changes in children's perceptions of aggression and withdrawal in their peers
When girls versus boys play alone
Sequences in the development of competent play with peers
Relations of shyness and low sociability to regulation and emotionality
| Unique citing works | 29 |
|---|---|
| Citations per year | 1,32 |
| Citation span | 2004 - 2025 (22) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 28 |