@article{ref1,
title="Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten",
journal="Early childhood research quarterly",
year="1997",
author="Pianta, Robert C. and Nimetz, Sheri L. and Bennett, Elizabeth",
volume="12",
number="3",
pages="263-280",
abstract="This research examines relations between measures of child-mother and child-teacher relationships and the extent to which these measures predict early school outcomes. Observations of shared affect and control problems in mother-child interaction in preschool were low-to-moderately correlated with concurrent pre-school teacher-reported aspects of child-teacher security, conflict, and dependency. Overall quality of child-mother interaction predicted teacher-reported social adjustment in kindergarten, and quality of both child-mother and child-teacher interaction predicted children's performance on a measure of concept development in preschool. Results suggest that qualities of child-mother interaction are more strongly related to preschool and kindergarten adjustment outcomes than are qualities of the child-teacher relationship. The results point to the strength of adult-child interactions in the context of the family when understanding the role of relationships with children and teachers in the school context.<p />",
language="",
issn="0885-2006",
doi="10.1016/S0885-2006(97)90003-X",
url="http://dx.doi.org/10.1016/S0885-2006(97)90003-X"
}