University of Jyväskylä | JYX Digital Repository

  • English  | Give feedback |
    • suomi
    • English
 
  • Login
JavaScript is disabled for your browser. Some features of this site may not work without it.
View Item 
  • JYX
  • Artikkelit
  • Kasvatustieteiden ja psykologian tiedekunta
  • View Item
JYX > Artikkelit > Kasvatustieteiden ja psykologian tiedekunta > View Item

Teacher–child relationships narrated by parents of children with difficulties in self-regulation

ThumbnailFinal Draft
View/Open
142.8Kb

Downloads:  
Show download detailsHide download details  
Rautamies, E., Poikonen, P.-L., Vähäsantanen, K., & Laakso, M.-L. (2016). Teacher–child relationships narrated by parents of children with difficulties in self-regulation. Early Child Development and Care, 186(11), 1846-1858. https://doi.org/10.1080/03004430.2015.1135429
Published in
Early Child Development and Care
Authors
Rautamies, Erja |
Poikonen, Pirjo-Liisa |
Vähäsantanen, Katja |
Laakso, Marja-Leena
Date
2016
Discipline
AikuiskasvatustiedeVarhaiskasvatusAdult EducationEarly Childhood Education
Copyright
© 2016 Taylor & Francis. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis (Routledge). Published in this repository with the kind permission of the publisher.

 
This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher–child relationships can be identified in the parents’ narratives? and (ii) How is the child positioned in this relational context? The teacher–child relationships found were labelled neutral, problematic and caring. Within these categories, the child was positioned in nine ways ranging from the child as troublesome to the child as unique. The study offers tools for analysing the teacher–child relationship. It helps to understand this relationship from the parental point of view, thereby contributing to the objective of supporting the development and well-being of children in the early childhood education context in cooperation with their parents.
Publisher
Routledge
ISSN Search the Publication Forum
0300-4430
Keywords
early childhood education narrative research position self-regulation teacher–child relationship hoito vanhemmat
DOI
https://doi.org/10.1080/03004430.2015.1135429
URI

http://urn.fi/URN:NBN:fi:jyu-201610194384

Publication in research information system

https://converis.jyu.fi/converis/portal/detail/Publication/25577451

Metadata
Show full item record
Collections
  • Kasvatustieteiden ja psykologian tiedekunta [1883]

Related items

Showing items with similar title or keywords.

  • Parental agency and related emotions in the educational partnership 

    Rautamies, Erja; Vähäsantanen, Katja; Poikonen, Pirjo-Liisa; Laakso, Marja-Leena (Taylor and Francis, 2019)
    This study investigated the understudied issue of parental agency and related emotions in the educational partnership in the context of Finnish early childhood education and care. We asked (i) what types of parental agency ...
  • Preservice teachers’ beliefs about young children’s technology use at home 

    Dong, Chuanmei; Mertala, Pekka (Elsevier, 2021)
    Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese ...
  • Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal 

    Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana (John Wiley & Sons, 2021)
    This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and ...
  • Interrelation between close teacher-student relationships and engagement : the case of Finnish preschools 

    Krasovskaya, Maria (2016)
    The study examined the interrelation between positive teacher-student relationships and teacher-reported level of engagement in Finnish preschool settings. Fifty preschool teachers working in Jyväskylä city area answered ...
  • Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and Math 

    Pakarinen, Eija; Lerkkanen, Marja‐Kristiina; Viljaranta, Jaana; Suchodoletz, Antje (Wiley-Blackwell, 2021)
    This study investigated bidirectional links between the quality of teacher-child relationships and children’s interest and pre‐academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality ...
  • Browse materials
  • Browse materials
  • Articles
  • Conferences and seminars
  • Electronic books
  • Historical maps
  • Journals
  • Tunes and musical notes
  • Photographs
  • Presentations and posters
  • Publication series
  • Research reports
  • Research data
  • Study materials
  • Theses

Browse

All of JYXCollection listBy Issue DateAuthorsSubjectsPublished inDepartmentDiscipline

My Account

Login

Statistics

View Usage Statistics
  • How to publish in JYX?
  • Self-archiving
  • Publish Your Thesis Online
  • Publishing Your Dissertation
  • Publication services

Open Science at the JYU
 
Data Protection Description

Accessibility Statement

Unless otherwise specified, publicly available JYX metadata (excluding abstracts) may be freely reused under the CC0 waiver.
Open Science Centre