Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate

Abstract

This study investigated family and classroom characteristics associated with parents' and teachers' ratings of 183 preschool children's social competence. Results of multilevel modeling indicated that teachers' negative ratings of the children were predicted by negative teacher behaviors and less optimal classroom climate. Children with higher stress were more likely to demonstrate low social competence when in class with other children with less optimal social competencies. Teachers' positive ratings of the preschooler's social competence were predicted by positive assessments of classroom climate and teacher behaviors. Positive classroom climate appeared to mediate the relationship between teacher behaviors and preschoolers' social competence. Path analyses indicated that higher socioeconomic status directly predicted parent ratings of social competence. Paths between child stress and parent ratings of social competence were significant as were paths between teachers' ratings of preschoolers' competence at school and parent ratings of social competence. These findings have implications for teacher training and parent education programs.