The Relationship of Teacher Behavior and Young Children's Social Interaction with Peers: A Review of Research

Abstract

Through a selective review of the research literature, this study explores the relationship of

teacher behavior and children's social interaction with peers. The two resources of the

empirical research literature are examined: observational & intervention(coaching) studies.

First, the studies in each literature resource are introduced individually in terms of specific

teacher behavior and its effects on, or relations to children's peer interaction. Taking the

individual studies together,several issues, then are discussed. The issues include the intensity

vs. the frequency of teacher behavior, the relationship of teacher behavior and thought process,

changes in teacher behavior over time, teacher behavior with children of different peer status,

adaptation of the coaching approach into the classroom, and so on. Implications for future

research and for teaching practices are provided.