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Relationships between teachers and disruptive children in kindergarten : an
exploration of different methods and perspectives, and the possibility of change
Spilt, J.L.
Publication date
2010
Link to publication
Citation for published version (APA):
Spilt, J. L. (2010). Relationships between teachers and disruptive children in kindergarten : an
exploration of different methods and perspectives, and the possibility of change.
SCO-Kohnstamm Instituut.
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Contents
1 General introduction 1
1.1 Theoretical framework 4
1.2 Measurement of teacher and child perspectives 8 1.3 Externalizing behavior and physical aggression 9
1.4 Ideas for dyad-focused intervention 12
1.5 Thesis outline 13
2 Teachers’ assessment of antisocial behavior in kindergarten:
Physical aggression and measurement bias across gender 19
2.1 Introduction 20
2.2 Method 23
2.3 Results 25
2.4 Discussion 30
3 Teachers’ assessment of physical aggression with the Preschool Behavior Questionnaire: A multi-trait multi-method evaluation of
convergent and discriminant validity 33
3.1 Introduction 34
3.2 Method 37
3.3 Results 40
3.4 Discussion 44
4 Young children’s perceptions of teacher-child relationships: An evaluation of two instruments and the role of child gender in
kindergarten 49
4.1 Introduction 50
4.2 Method 57
4.3 Results 63
4.4 Discussion 71
5 Widening the view on teacher-child relationships: Teachers’
narratives concerning disruptive versus non-disruptive children 79
5.1 Introduction 80
5.2 Method 85
5.3 Results 90
6 Supporting teachers’ relationships with disruptive children:
The potential of relationship-focused reflection 103
6.1 Introduction 104
6.2 Method 109
6.3 Results 118
6.4 Discussion 129
7 General discussion 135
7.1 New insights in relationships between teachers and disruptive
kindergartners 136
7.2 Advances in measurement 138
7.3 Fostering supportive teacher-child relationships 144 7.4 Reflections on the usefulness of the attachment framework 146 7.5 Practical implications following the current research findings 147 7.6 Final considerations, limitations, and recommendations for future
research 149
7.7 General conclusion 151
References 153
Summary 177
Samenvatting (summary in Dutch) 181
Dankwoord (acknowledgement) 187
Curriculum Vitae 191
