Kindergarten Children's Relatedness to Teachers and Peers as a Factor in Classroom Engagement and Early Learning Behaviours (2008)

Journal of Applied Research on Learning, Vol. 2, No. 1, Article 5, 2008

The study described here examines whether social relatedness within kindergarten classrooms is associated with learning behaviours and, if so, whether this can be explained by students’ participation in school-related activities.

The study involved 126 Francophone kindergarten children and eight teachers from four public schools in Quebec. One school was located in a rural area, while the other three were located in a medium-sized urban area. The researchers looked at three indicators of social relatedness: teacher-child relationships, peer acceptance, and feelings of relatedness.

Their results indicate that social relatedness is associated with learning behaviours and to participation, especially for girls. Boys’ feelings of relatedness within the classroom were not associated with participation or learning behaviours. The findings raise the possibility that the emergence of learning behaviours may follow different pathways for boys and girls.

The findings also highlight the need for teachers to be aware of the role that children’s social relatedness to peers plays in academic functioning, the authors point out. Teachers can promote positive relationships among peers by, for example, supporting withdrawn and neglected children or offering opportunities for children to participate in a variety of classroom activities as a way of finding suitable playmates and forming friendships.

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2014-03-06
APA citation
Nicole Royer, Marc A. Provost, George Tarabulsy and Sylvain Coutu. Kindergarten Children's Relatedness to Teachers and Peers as a Factor in Classroom Engagement and Early Learning Behaviours 2008. Web. 2 Jul. 2020 <http://en.copian.ca/library/research/jarl/kindergarten_children/kindergarten_children.pdf>
Nicole Royer, Marc A. Provost, George Tarabulsy & Sylvain Coutu (2008). Kindergarten Children's Relatedness to Teachers and Peers as a Factor in Classroom Engagement and Early Learning Behaviours. Retrieved July 2, 2020, from http://en.copian.ca/library/research/jarl/kindergarten_children/kindergarten_children.pdf
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