Invloed van conflict in de leerkracht-leerlingrelatie op neurocognitieve vaardigheden.

Abstract

Objective: The relationship between a teacher and a child is an important factor for the social and emotional development of a child (Buyse, Verschueren, Verachtert en Van Damme, 2009). This study examined the influence of conflicts in the teacher-student relationship on the emotion regulation and the receptive language skills of pupils in the age of three to six in the Netherlands. Method: The results of N = 135 toddlers have been used in this research, collected through several instruments. In the first place, to measure the toddlers language skills, they had to point out the image matching the word that was said by the researcher. To collect data about children's behavior and emotion regulation skills and the relationships between the teacher and the children, teachers filled in three questionnaires. The first questionnaire (LLRV) was about whether the teacher was having conflicts with the children. The second one questioned the teacher about children’s emotion regulation skills (BRIEF). The third questionnaire (SDQ) measured the behavioral problems of children. Results: Results showed that conflicts in the teacher-child relationship is a significant predictor for problems in emotion regulation and receptive language skills of children. Even though gender, age and behavioral problems were control variables in the analyses, it turned out only age is a significant predictor for the receptive language skills of children and behavior problems predict problems in children’s emotion regulation. Gender predicted neither language or emotion regulation skills. Conclusion: Conflicts in the relationship between a teacher and a child have negative influence on the development of a child. Children are having more problems regulating their emotions and significant lower receptive language skills when their relationship with their teacher is conflictual and negative.