Rhoad-Drogalis Anna, Justice Laura M, Sawyer Brook E, O'Connell Ann A
The Crane Center for Early Childhood Research and Policy and the Department of Educational Studies, The Ohio State University, Columbus, OH, USA.
College of Education, Lehigh University, Bethlehem, PA, USA.
Int J Lang Commun Disord. 2018 Mar;53(2):324-338. doi: 10.1111/1460-6984.12351. Epub 2017 Dec 5.
Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours.
To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten.
METHODS & PROCEDURES: Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours.
OUTCOMES & RESULTS: Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten.
CONCLUSIONS & IMPLICATIONS: These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs.
患有发育性语言障碍（DLD）的儿童在课堂行为方面常常存在困难。尚无研究探讨积极的师生关系是否可能作为DLD儿童的保护因素，因为这些关系有助于增强儿童重要的课堂学习行为。
研究学前和幼儿园阶段师生关系质量与教师评定的DLD儿童课堂学习行为之间的关联。
收集了191名患有DLD的学龄前儿童（平均年龄 = 42.4个月，标准差 = 11.6个月）在学前和幼儿园特殊教育班级中的纵向数据。在学前阶段评估师生关系质量，并在学前和幼儿园阶段测量儿童的课堂学习行为。使用回归模型来研究师生关系质量与儿童当前及未来课堂学习行为之间的关系。
学前阶段积极的师生关系质量与DLD儿童在学前和幼儿园阶段更好的课堂学习行为相关。冲突程度低且亲密程度高的学前师生关系质量与学前阶段积极的课堂学习行为相关。师生冲突而非亲密程度可预测儿童在幼儿园的课堂学习行为。
这些结果表明，学前阶段DLD儿童的师生关系质量与他们在课堂上当下及随后一年与学习相关的行为有关。研究结果表明，应探索师生关系作为改善DLD儿童学习相关行为的一种机制。
