Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety

Abstract

This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers' perceptions of their children as more or less trusting and secure at age 3 years were rated on the Attachment Behavior Q-Set (Waters, 1987). Sociometric ratings were collected from classmates 1 year later through individual picture interviews. Preschool teachers rated children's academic competence and trait anxiety. Attachment Behavior Q-Set scores at age 3 were associated with teacher ratings of academic competence the following year (ages 4–5 years). However, this effect was mediated by 2 intervening psychosocial variables: anxiety and peer acceptance. Early secure attachment to parents may (a) potentiate less anxiety, removing emotional barriers to learning; and (b) enhance positive relationships with peers, perhaps motivating children to engage more in the preschool curriculum and leading to relatively greater academic competence. Adopting preschool curricula that foster positive peer relationships, anxiety regulation skills, and supportive parent—child relationships could indirectly enhance preschool children's academic competence and school readiness. I am grateful to the families and teachers for their participation. Special thanks are also extended to Drs. Barbara Scales and Philip Cowan. Suggestions made by Dr. Carollee Howes on an earlier draft of this article are also greatly appreciated.