Teacher–child relationships narrated by parents of children with difficulties in self-regulation
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. doi:10.1080/03004430.2015.1135429
Published in
Early Child Development and CareDate
2016Copyright
© 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.