Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behaviors.
Understanding factors associated with children's early behavioral difficulties is of vital importance to children's school success, and to the prevention of future behavior problems. Although biological factors can influence the expression of certain behaviors, the probability of children exhibiting classroom behavior problems is intensified when they are exposed to multiple risk factors, particularly negative student-teacher interactions. Children who exhibit behavior problems during early childhood and the transition to kindergarten, without intervention, can be placed on a developmental trajectory for serious behavior problems in later grades. Using a developmental systems model, this commentary provides a conceptual framework for understanding the contributions of individual and contextual factors to the development of early student-teacher relationships. Parent, teacher, and student characteristics are discussed as they are related to shaping student-teacher interactions and children's adjustment to school.
Myers
Sonya S
SS
Center for Advanced Study of Teaching and Learning, University of Virginia, PO Box 400265, Charlottesville, VA 22904, USA. ssm5x@virginia.edu
Pianta
Robert C
RC
D000223:Adaptation, Psychological; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000175:diagnosis / Q000523:psychology; D002653:Child Behavior Disorders / Q000517:prevention & control*; D002675:Child, Preschool; D003220:Conflict, Psychological; D005178:Faculty; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008297:Male; D008960:Models, Psychological; D009341:Negativism; D009769:Object Attachment; D010287:Parent-Child Relations; D010379:Peer Group; D012307:Risk Factors; D012931:Social Environment; D013694:Temperament