Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher–child closeness

Abstract

One goal of this study was to test the role of emotion knowledge and teacher–child closeness and conflict in predicting academic readiness for kindergarten over and above demographic factors and executive functioning skills (especially inhibitory control) known to predict readiness. Another goal was to test teacher–child closeness as a moderator of the association between emotion knowledge or executive functioning and academic readiness. A total of 141 4- and 5-year-old children completed emotion knowledge, academic readiness, and inhibitory control measures. Preschool teachers reported their perceived relationship closeness and conflict with individual students. Accounting for child age in months, family income, and inhibitory control, emotion knowledge and teacher–child closeness were positively associated with academic readiness. Teacher–child closeness moderated the relationship between emotion knowledge and academic readiness, suggesting that teacher–child closeness may be especially important in promoting academic readiness for preschool students with low emotion knowledge.