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The Teacher-Child Relationship and Children's Early School Adjustment
Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children's early school adjustment?
- G. Ladd
- Education, PsychologyChild development
- 1 August 1990
Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.
Children's interpersonal behaviors and the teacher-child relationship.
Relations between kindergartners' behavioral orientations and features of their 1st-grade teacher-child relationships (i.e., conflict, closeness, dependency) were examined longitudinally to identify patterns in children's behavioral adjustment.
The Child Behavior Scale : A teacher-report measure of young children's aggressive, withdrawn, and Prosocial behaviors
Few instruments provide reliable, valid data on peer-behavioral indicators of risk and competence in young children. The authors developed a teacher-report measure of young children's behavior with…
Children's social and scholastic lives in kindergarten: related spheres of influence?
The need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment is illustrated.
Children’s Peer Relations and Social Competence: A Century of Progress
- G. Ladd
- 22 August 2005
This book examines the role of peer relationships in child and adolescent development by tracking research findings from the early 1900s to the present. Dividing the research into three generations,…
Peer relationships and social competence during early and middle childhood.
- G. Ladd
- PsychologyAnnual review of psychology
This review demarcates major periods of empirical activity and accomplishment (i.e. "generations") in research on children's peer relations and social competence during recent decades and identifies…
Peer victimization: cause or consequence of school maladjustment?
Whereas children's feelings of loneliness were more pronounced while victimization was occurring, delayed effects were found for school avoidance and the duration of children's victimization experiences was related to the magnitude of their school adjustment problems.
Anxious solitude and peer exclusion: a diathesis-stress model of internalizing trajectories in childhood.
Results indicated that anxious solitude and peer exclusion co-occur in children soon after kindergarten entry and that anxious solitary children who are excluded early on, in comparison with their nonexcluded anxious solitary counterparts, display greater stability in their subsequent display of anxious solitude.
Identifying victims of peer aggression from early to middle childhood: analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and…
No single- informant measure proved to be the best predictor of relational adjustment, and a multi-informant composite measure yielded better estimates of relationaladjustment than any single-informsant measure.