Teacher-child relationships as a developmental issue

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Teacher-child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher-child relationships to argue that teacher-child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is not clear whether teacher-child relationships themselves add to the attachment behavioral system or to the sociability behavioral system. The research demonstrates that attachment theory offers a useful template for understanding the role of teacher-child relationships in development. Listing teacher-child relationships among main developmental issues for today's children puts the spotlight on avenues for improving teacher-child relationships. © 2012 Copyright Taylor and Francis Group, LLC.
Original languageEnglish
Pages (from-to)329-336
Number of pages8
JournalAttachment and Human Development
Volume14
Issue number3
DOIs
Publication statusPublished - 2012

Fingerprint

Research

Cite this

@article{eee701f964484303894054ff6ae2b136,
title = "Teacher-child relationships as a developmental issue",
abstract = "Teacher-child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher-child relationships to argue that teacher-child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is not clear whether teacher-child relationships themselves add to the attachment behavioral system or to the sociability behavioral system. The research demonstrates that attachment theory offers a useful template for understanding the role of teacher-child relationships in development. Listing teacher-child relationships among main developmental issues for today's children puts the spotlight on avenues for improving teacher-child relationships. {\circledC} 2012 Copyright Taylor and Francis Group, LLC.",
author = "C. Schuengel",
year = "2012",
doi = "10.1080/14616734.2012.675639",
language = "English",
volume = "14",
pages = "329--336",
journal = "Attachment and Human Development",
issn = "1461-6734",
publisher = "Routledge",
number = "3",

}

Teacher-child relationships as a developmental issue. / Schuengel, C.

In: Attachment and Human Development, Vol. 14, No. 3, 2012, p. 329-336.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Teacher-child relationships as a developmental issue

AU - Schuengel, C.

PY - 2012

Y1 - 2012

N2 - Teacher-child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher-child relationships to argue that teacher-child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is not clear whether teacher-child relationships themselves add to the attachment behavioral system or to the sociability behavioral system. The research demonstrates that attachment theory offers a useful template for understanding the role of teacher-child relationships in development. Listing teacher-child relationships among main developmental issues for today's children puts the spotlight on avenues for improving teacher-child relationships. © 2012 Copyright Taylor and Francis Group, LLC.

AB - Teacher-child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher-child relationships to argue that teacher-child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is not clear whether teacher-child relationships themselves add to the attachment behavioral system or to the sociability behavioral system. The research demonstrates that attachment theory offers a useful template for understanding the role of teacher-child relationships in development. Listing teacher-child relationships among main developmental issues for today's children puts the spotlight on avenues for improving teacher-child relationships. © 2012 Copyright Taylor and Francis Group, LLC.

U2 - 10.1080/14616734.2012.675639

DO - 10.1080/14616734.2012.675639

M3 - Article

VL - 14

SP - 329

EP - 336

JO - Attachment and Human Development

JF - Attachment and Human Development

SN - 1461-6734

IS - 3

ER -