Links Between Parent-Child Relationship and Teachers' Perception of Child Behavior

The link between parents-child relationship and teachers’ perception of child behavior to language ability was tested among children of low socioeconomic status. Previous literature is inconsistent in explaining the effects of the parent relationship on child language ability, with some sources reporting a direct and significant effect while others do not. With respect to teacher effects, the literature suggests a more consistent relationship with the teacher-student link having a significant effect on language ability outcomes. In the current study, PPVT’s were administered to 147 four- and five-year-olds. All children were recruited from schools and head start programs that serve low socioeconomic status families. The results of this study found no association between parent-child relationship and language ability scores. On the other hand, teachers’ perception of child classroom behavior was related to language ability scores. Specifically, teachers’ perception of child impulsivity was negatively associated with language ability scores. Furthermore, teachers’ perception of child attentional focus was positively associated with language ability scores. Finally, teachers’ perception of child inhibitory control was positively associated with language ability scores. Understanding the correlation in teachers’ perception on child behavior to language ability of low socioeconomic status children will help to develop interventions and increase their performances in school.