Relationships between teachers and disruptive children in kindergarten : an exploration of different methods and perspectives, and the possibility of change

Thesis

Cover

Title pages

Contents

1: General introduction

2: Teachers’ assessment of antisocial behavior in kindergarten : physical aggression and measurement bias across gender

3: Teachers’ assessment of physical aggression with the Preschool Behavior Questionnaire : a multi-trait multi-method evaluation of convergent and discriminant validity

4: Young children’s perceptions of teacher-child relationships : an evaluation of two instruments and the role of child gender in kindergarten

5: Widening the view on teacher-child relationships : teachers’ narratives concerning disruptive versus non-disruptive children

6: Supporting teachers’ relationships with disruptive children : the potential of relationship-focused reflection

7: General discussion

References

Summary

Samenvatting (summary in Dutch)

Dankwoord (acknowledgement)

Curriculum vitae