The quality of the pedagogue-child relationships in kindergartens and schools is of significance for the early school adaptation. As regards children in kindergartens, a good child-adult relationship is associated with both readiness for school, fewer behavioural problems and better language functioning.
Pedagogues experience the relationships with children from families with high socio-economic status to be of a better quality than with children from families with a low socio-economic status.
There is also a strong connection between the parents' socio-economic background and the children's school achievements. Already at the age of three, Norwegian children with parents with a high education and income have better language skills compared with three-year olds with parents with a low education and income.
It is a general political objective that kindergartens shall contribute to even out social differences and ensure children have an equal opportunity to develop their learning potential, and it has been demonstrated that interventions before the children reach school age have a positive effect for the individual children.
Through a quantitative study affiliated with the Agder Project, Ragnhild Lenes will take a look at the significance of relationships in the kindergartens and of the parents' socio-economic status for the children's future learning and adaptation.
The Ph.D. project will contribute knowledge regarding the connection between girls' and boys' socio-economic background, the quality of the pedagogue-child relationships and the children’s numeracy, language and social competence.
The study will also address the stability of the pedagogues' impression of the quality of the relationships and whether or not girls' and boys' social competence and self-regulation may explain any stability in the adults' impression of the quality of the relationships.