The major objective of the current study was to examine whether or not perceptions of teachers and mothers concerning their relationships with preschool children would be similar to each other. It was hypothesized that the relationship perception of teachers and mothers with the same child would be expected to have similar relationship patterns. There were two main questions in the study. One of which is how relationship perception of teachers and mothers are correlated and to what extent these relationships are correlated. The other question was to what extent these relationships were influenced by gender of children. The correlational analysis yielded that none of the conflict, closeness and dependency factors were statistically significant for teacher's and mother's reports; i.e. their ideas did not match in term of these three factors considering their relationships. Although gender was not found as an effective factor for mothers, teachers perceived conflict with only boys rather than girls.


Bu çalışmanın temel amacı okul öncesi eğitim çağındaki çocukların anneleri ile öğretmenlerinin çocuklarla kurdukları ilişkileri algılama biçimlerinin benzer olup olmadığını saptamaktır. Çalışmada annelerin ve öğretmenlerin ilişkiyi algılama biçimlerinin benzer bir örüntüye sahip olacağı beklenmiştir. Bu doğrultuda iki temel soruya yanıt aranmıştır. Cevap aranan sorulardan ilki annelerin ve öğretmenlerin çocuklarla kurdukları ilişkileri algılama biçimlerinin ne düzeyde korelasyon gösterdiğidir. Diğeri ise bu ilişkileri algılama biçimlerinin çocukların cinsiyeti ile ilişkili olup olmadığıdır. Bulgular incelendiğinde annelerin ve öğretmenlerin ilişkide algıladığı çatışma, yakınlık ve bağımlılık puanlarının birbiriyle ilişkili olmadığı, diğer bir ifadeyle ilişkiyi algılama biçimlerinin anlamlı bir korelasyon göstermediği bulunmuştur. Annelerin çocuklarıyla kurdukları ilişkiyi algılama biçimleri cinsiyete göre değişkenlik göstermezken öğretmenlerin kızlara oranla erkek çocuklarla daha çatışmalı bir ilişki algıladıkları belirlenmiştir.


  • Anderson, A.R., Christenson, S.L., Sinclair, M.F., and Lehr, C.A., (2004). Check & connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, pp:95–113.
  • Ashiabi, G.S., (2000). Promoting the Emotional Development of Preschoolers. Early Childhood Education Journal, Vol. 28, No. 2, pp: 79–84.
  • Beyazkurk, D., (2005). The effects of banking time intervention program on student–teacher relationships during preschool period. Unpublished doctoral thesis. Izmir: Ege Universitesi Sosyal Bilimler Enstitusu.
  • Birch, S.H. and Ladd, G.W., (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), pp: 61– 79.
  • Birch, S.H. and Ladd, G.W., (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34 (5), pp: 934–946.
  • Bloomquist, M.L, & Schnell, S.V., (2002) Helping children with aggression and conduct problems. New York: Guilford Press.
  • Bowlby, J., (1973). Attachment and Loss: Separation, anxiety and anger. New York: Basic Books.
  • Colarossi, L. G., & Eccles, J.S., (2003). Differential effects of support providers on adolescents’ mental health. Social Work Research, 27(1), pp: 19–30.
  • Coplan, R.J. and Prakash, K., (2003). Spending time with teacher: characteristics of preschoolers who frequently elicit versus initiate interactions with teachers, Early Childhood Research Quarterly, 18, pp: 143–158.
  • DeJames, P.L., (2001). Effective parent/teacher/child relationships. Education, 102(1), pp: 34–36.
  • Ford, D.H. and Lerner, R.M., (1992). Developmental systems theory: An integrative approach. Newbury Park: Sage Publications.
  • Hagekull, B. and Hammarberg, A., (2004). The role of teachers’ perceived control and children’s characteristics in interactions between 6 years old and their teachers. Scandinavian Journal of Psychology, 45, pp: 301 – 312.
  • Hamre, B.K. and Pianta, R.C., (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), pp: 625–638.
  • Heinicke, C.M., Fineman, N.R., Ruth, G., Recchia, S.L., and Guthrie, D. (1999) Relationship–based intervention with at-risk mothers: Outcome in the first year of life, Infant Mental Health Journal, 20 (4), pp: 349–374.
  • Hinde, R.A., (1991). Relationships, attachment and culture: A tribute to John Bowlby. Infant Mental Health Journal, 12 (3), pp: 154–163.
  • Honig, A.S,. (1998). Attachment and relationships: Beyond parenting. Paper Presented at the Head Start Quality Network Research Satellite Conference (East Lansing, MI, August 20, 1998). ED 423 043
  • Howes, C. and Hamilton, C.E., (1992). Children’s relationships with caregivers: Mothers and child care teachers. Child Development, 63, pp: 859–866.
  • Kesner, J.E., (2000). Teacher characteristics and the quality of child–teacher relationships. Journal of School Psychology, 28(2), pp: 133 – 149.
  • Kennedy, J.H., & Kennedy, C.E., (2004). Attachment theory: Implications for school psychology. Psychology in the Schools, 41 (2), pp: 247–259.
  • Lovas, G., (2005). Gender and patterns of emotional availability in mother–toddler and father–toddler dyads, Infant Mental Health Journal, 26(4), pp: 327–353.
  • Main, M., and Weston, D.R., (1981). The quality of the toddler’s relationship to mother and to father: Related to conflict behavior and the readiness to establish new relationships. Child Development, 19, pp: 547–556.
  • Main, M. and Cassidy, J., (1988). Categories of response to reunion with the parent at age six: Predictable from infant attachment classifications and stable over a 1- month period. Developmental Psychology, 24, pp: 415-526.
  • Mantzicopoulos, P. and Neuharth-Pritchett, S., (2003). Development and validation of a measure to assess Head Start children’s appraisals of teacher support. Journal of School Psychology, 41, pp: 431-451.
  • Mantzicopoulos, P., (2005). Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables, Journal of School Psychology, 43, pp: 425–442.
  • Mitchell-Copeland, J., Denham, S. A., and DeMulder, E.K., (1997). Q-sort assessment of child-teacher attachment relationships and social competence in the preschool. Early Education and Development, 8(1), pp: 27–39.
  • Murray, C. and Greenberg, M.T., (2000). Children’s relationships with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38 (5), pp: 423–445.
  • Murray, C. and Greenberg, M.T., (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with anFd without disabilities. Psychology in the Schools, 38(1), pp: 25–41.
  • Murray, C. and Murray, K.M., (2004). Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations and behavioral orientations. Psychology in the Schools, 41 (7), pp: 751–762.
  • Pianta, R.C., (1995). Child-Parent Relationship Scale. Unpublished measure, University of Virginia,Charlottesville, VA. Pianta, R.C., (1998). Enhancing relationships between children and teachers. Washington, DC:American Psychological Association. Pianta, R.C., (2001) Students, teachers, and relationship support: Professional manual. U.S.A.: Psychological Assessment Resources, Inc.
  • Pianta, R.C. and Hamre, B.K., (2001a). Students, teachers, and relationship support: Consultant’s manual. U.S.A.: Psychological Assessment Resources, Inc.
  • Rimm-Kaufman, S.E., Early, D.M., Cox, M.J., Salvja, G., Pianta, R.C., Bradly, R.H., and Payne, C., (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Applied Developmental Psychology, 23, pp: 451–470.
  • Schlechty, P.C. and Atwood, H.E., (2001). The student–teacher relationship. Theory into Practice, 16 (4), pp: 285–288.
  • Silver, R.B., Measelle, J.R., Armstrong, J.M., and Essex, M.J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition, Journal of School Psychology, 43, pp: 39–60. 10