Resumo

ZAMBRANO, Sonia Betancourth; BURBANO FAJARDO, Daissy Andrea  e  VENET, Michelé. The relationship between preschool teachers and students according to Pianta's CLASS. Psicogente [online]. 2017, vol.20, n.37, pp.55-69. ISSN 0124-0137.  https://doi.org/10.17081/psico.20.37.2418.

The present article is the result of a research that sought to know the coherence between the speech and the performance of a teacher in regards to the teacher-student relationships in pre school. It was conducted through the qualitative approach with a study of a single case. The par ticipants were 1 teacher and her 35 pre-school students. The children were between 4 and 5 years of age and attended an Educational Institution of the city of San Juan of Pasto (Colombia). Three classes were observed during the school period: the beginning, the half and the end of the year in order to study the changes in the interactions of the teacher with the children. Also, 20 minutes of each class were films and a semi-structured interview was done to the teacher to compare her opinions regarding the observed classes. The information was analyzed throughf the domains, dimensions and characteristics of the Pianta's CLASS instrument. The research revealed inco herencies between the speech and the teacher's performance in reference to the affective and the cognitive; the same happened with the relational ties in the ambientation of the environment of the classroom. That is to say, the teacher is clear on the importance of affection as a factor in the formation of the student. Nevertheless, she does not act in accordance to this concept.

Palavras-chave : Teacher-student relationships; Attachment; Affection; Cognition and Pianta's CLASS.

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