Teacher-child Closeness Research Articles

Moderating Effects of Teacher–Child Relationship on the Association Between Unsociability and Play Behaviors

The present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children’s unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher–child relationships and children’s play behaviors. Results showed that close teacher–child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher–child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher–child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.

Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?

Continuity of pre-k and kindergarten classroom experiences is a key area of interest for early childhood researchers interested in supporting public pre-k children's development over time. To advance the empirical evidence on this topic, this study examined whether differences in classroom experiences as children transition from pre-k to kindergarten are associated with kindergarten social-emotional and self-regulation skills among low-income, race- and language-diverse public pre-k children. Children attending public pre-K were assessed in the spring of pre-k and fall and spring of kindergarten on a range of social-emotional and self-regulation skills (N = 1,358; 67.1 months old (SD = 3.6) in kindergarten; 50% male; 60% Hispanic and/or Latine, 17% Black, 10% White, 13% other). Classroom experiences (teacher-child interactions, teacher-child closeness, and the amount of time spent in teacher-structured activities) were assessed using observations and teacher reports in both grade levels. Regression models adjusted for kindergarten nesting indicated that decreases in teacher-child closeness and the quality of teacher-child interactions were associated with children's lower social competence, learning behaviors, and inhibition in the fall of kindergarten, relative to spring of pre-k. There were limited associations with child gains from fall to spring. Results suggest that differences between pre-k and kindergarten academic and social environments may be difficult for children as they adjust to kindergarten. Findings are discussed in terms of the implications for efforts to align classroom experiences across grades.

Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships

ABSTRACT Children’s relationships with adults (e.g. parents and teachers) and within-family relationships (e.g. parent–parent) are important drivers for the development of children’s social competence. The current study examined the contributions of adult–child relationships (parent–child and teacher–child) and parent–parent relationships to preschool children’s social competence. In addition, the moderating roles of teacher–child relationships between parent–child and parent–parent relationships, and children’s social competence were examined. Participants were parents and teachers of 127 children (M = 54.65, SD = 9.22 months) from Turkey. Parents reported on parent–child and parent–parent relationships and teachers reported on teacher–child relationships and children’s social competence. Hierarchical regression models accounting for the nesting structure of the data were run to test the hypotheses. Results showed that teacher–child closeness was positively and teacher–child conflict was negatively associated with children’s social competence. Parent–child and parent–parent relationships were not associated with children’s social competence. Teacher–child closeness moderated the association between parent–parent conflict and social competence. The findings highlight the importance of examining both parent–parent and teacher–child relationships in the prediction of children’s social competence.

The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study

ABSTRACT Using data from more than 7000 children from the Norwegian Mother, Father and Child (MoBa) study, this study explored the role of school readiness and teacher–child closeness in the early child education and care (ECEC) setting for the prospective academic and social development of children with early externalizing problems. Mother, ECEC teachers, and schoolteacher ratings were applied. Latent moderated mediation analyses within a SEM framework were performed. Early externalizing problems at age three were associated with less school readiness at age five, but this association was weaker among children with closer teacher–child relationships. School readiness mediated the link from early externalizing problems to later academic and social adjustment difficulties, but this long-term indirect effect also decreased with increasing levels of teacher–child closeness. With regards to intervention efforts, the study demonstrates the potentially important role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing problems.

The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness

AbstractWe examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were also racially diverse. For White preschoolers, teacher–child closeness was more likely and teacher–child conflict and dependency were less likely when their teachers matched them in race. For African American children, teacher–child conflict and dependency were more likely when their teachers matched them in race. Emotion situation knowledge and teacher–child closeness were positively related to later school readiness. Findings are discussed in the context of recommendations for policies and practices encouraging culturally responsive, equitable, and positive social–emotional instructional approaches that motivate, support, and sustain positive teacher–child relationships in early childhood classrooms.

Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior

The present study examined whether teacher–child closeness and conflict across kindergarten and first grade varied by gender and disruptive behavior at kindergarten entry within a sample of 324 predominantly Black children from low-income, urban households. Three main findings emerged from the analyses. First, contrary to findings from previous work that revealed stability in closeness and conflict across the first few years of elementary school, this study identified significant changes in closeness across the kindergarten and first grade years. Second, girls experienced more closeness with teachers than boys across both kindergarten and first grade, and the rate of change in teacher–child closeness differed by child gender across time. Finally, across both school years, associations between gender and teacher–child conflict varied by level of disruptive behavior at the beginning of kindergarten, such that boys with high levels of disruptive behavior experienced more overall conflict with teachers than girls with high levels of disruptive behavior.

Pathways to Low-Income Children’s Self-Regulation: Child Temperament and the Qualities of Teacher–Child Relationships

ABSTRACT Research Findings: We examined low-income children’s temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and selfregulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported on children’s temperament and teachers reported on qualities of teacher–child relationships during fall. Direct assessments of self-regulation were conducted during the following spring and summer. Hierarchical regression models using SAS PROCMIXED were employed to account for nesting of children within classrooms. Bivariate analyses revealed that teacher-child closeness was positively associated with children’s self-regulation, and teacher-child conflict was inversely associated with children’s self-regulation. After controlling for demographic variables, regression analyses showed that higher levels of conflict combined with lower temperamental regulation was related to lower self-regulation. Lower levels of child temperamental regulation was related to higher self-regulation when teacher-child conflict was low. Practice and Policy: Findings suggest that reducing conflictual teacher-child conflict could be beneficial for children’s selfregulation, particularly for children with low regulatory temperament. A focus on enhancing teacher self-regulation, for example, through mindfulness practices, is a promising approach to reducing teacher-child conflict.

Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years.

Interactions with teachers and peers are critical for children’s social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely teacher–child closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacher–child closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher–child conflict and teachers’ behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children’s actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children’s perceptions of their peer social experiences during the earliest years of schooling.

The role of consultative alliance in infant and early childhood mental health consultation: Child, teacher, and classroom outcomes.

Young children's social-emotional development is powerfully shaped by their early environments, which for many includes early childhood education (ECE). Infant and Early Childhood Mental Health Consultation (IECMHC) pairs teachers and infant and early childhood mental health (IECMH) consultants to promote teachers' capacity to foster positive social-emotional development in ECE. Although the outcomes of IECMHC have been well studied, little research has investigated how this model leads to changes for teachers and children. According to theory, the quality of the relationship between teachers and IECMH consultants, termed consultative alliance (CA), is a key mechanism of change. This study analyzed the role of CA on 6-month outcomes of IECMHC in a sample of 316 children, 289 teachers, and 62 IECMH consultants. Results from multilevel models suggested that stronger CA predicted greater improvements in teacher-child closeness and teacher-rated child attachment behaviors. In addition, a strong CA was related to greater improvement in classroom climate, teachers' self-efficacy, and teachers' perceptions of their jobs. This study upholds the centrality of relationship-building and parallel process in mental health consultation, and by advancing understanding of the mechanisms of change for IECMHC may provide salient implications for policy and practice.

Child Social Skills: The Roles of Child Temperament and Teacher-child Closeness

In this study, 456 children were investigated to explore the influence of temperament and teacher-child closeness on children's social skills. Mothers completed the children's temperament scale, teachers completed the teacher-child relationship scale and assessed children's social skills. The results showed that children's temperament was related to children's social skills, teacher-child closeness was related to children's social skills, and had a moderating role between child temperament and children's social skills.

The Association between Child Temperament and Teacher-child Relationship: The Moderation Effect of Teacher Job Burnout

The purpose of the current study was to examine the moderation role of teacher job burnout in the association between child temperament and teacher-child relationship. The results indicated that teacher job burnout and child temperament had a statistically significant effect on teacher-child conflict. Teacher burnout and child temperament except negative affect had a statistically significant effect on teacher-child closeness. Moderation analysis indicated that teacher job burnout and child negative affect interact together to significantly affect teacher-child relationship.

Teacher-child dependency in preschool: links with teacher-child closeness, conflict and children’s effortful control

ABSTRACT Dependency is a scarcely investigated dimension of teacher-child (T-C) relationships that can reflect a lack of security and obstruct children’s autonomous exploration in the school context. We examined the within- and cross-time associations between T-C dependency, closeness, and conflict, and children’s effortful control, an ability related to children’s self-regulation. Data were collected during the preschool period at two time-points (T1 and T2) 1-year apart. Participants were 199 children (44% girls, M age = 47.47) attending 46 middle-class preschool classrooms. Results from path analyses indicated that, though marginally significant, there was a positive association between T-C dependency and conflict at T1. At T2, dependency was positively related to both conflict and closeness. Dependency at T1 positively predicted children’s effortful control at T2. This study clarifies the interconnection between T-C dependency, closeness and conflict, and the unique contribution of dependency onchildren’s effortful control. Findings are discussed considering the socio-cultural meaning of dependency.

The Roles of Teacher Expectations and School Composition on Teacher–Child Relationship Quality

Teachers provide emotional and behavioral supports essential for success in the classroom. This study examined the roles of child interpersonal skills, teacher expectations, and school racial and poverty compositions on the quality of relationships formed between teachers and children. A subsample from the Early Childhood Longitudinal Study—Kindergarten Cohort 2010–2011 data set was used to fit two-level, multivariate regression models. Findings showed children with higher interpersonal skills had lower conflict and higher closeness with teachers. High teacher expectations were associated with less conflicting relationships. At the school level, the association between teacher expectations and teacher–child conflict was moderated by the Asian and Hispanic student population, and teacher–child closeness was moderated by the Asian student population. In addition, a higher proportion of school poverty and high teacher expectations was associated with lower teacher–child conflict. Overall, findings suggest the importance of investigating teacher–child interpersonal processes within a school context.

Examining peer relationships of young children in terms of teacher–child relationship

ABSTRACT The main purpose of the study is to examine the peer relationships of young children in terms of teacher–children relationship. The participants of this study were composed of 99 Turkish children (between the ages of five and six). Sociometry Technique Based on Peer Nomination and Student–Teacher Relationship Scale (STRS) were used. According to results, levels of teacher–child closeness predicted the levels of being liked by peers. Levels of teacher–child conflict and closeness, significantly predict levels of being disliked by peers. Levels of teacher–child conflict and dependency not predict levels of being liked by peers. Also, levels of teacher–child dependency not predict levels of being disliked by peers. In addition, the arithmetic means of children in this study for their social statuses differed based on closeness from teacher–child relationship variables. It was determined that the closeness mean scores of popular children with their teachers were higher than the rejected children.

Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children

We tested the role of teacher-child closeness in moderating the associations between early childhood adversity, measured as a cumulative risk index, and child outcomes during the kindergarten year. Using the ECLSK:11, a national dataset of kindergarteners in the 2010–11 academic year, we examined three dimensions of executive function (cognitive flexibility, inhibitory control, working memory), as well as early reading and math scores, as key skills that facilitate the transition to school. Cumulative risk was negatively associated with all outcomes, and teacher-child closeness was positively associated with all outcomes. Teacher-child closeness moderated the relation between cumulative risk and working memory and cumulative risk and reading scores in a protective manner, but not cognitive flexibility, inhibitory control, or math scores. Implications for research in early childhood adversity and education are discussed.

Development of executive function skills: Examining the role of teachers and externalizing behaviour problems

AbstractThe current study examined the effect of children's positive relationships and interactions with their teachers and the development of executive function (EF) skills in first grade. A primary objective was to examine externalizing behaviour problems (EBPs) as a potential moderator of the link between teacher–child relationships and interactions and EF skills. Participants for the study included 1,364 first‐grade children (48.3% female, M age = 7.02 years, 80.4% White) drawn from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. There was limited evidence suggesting the EBP moderates the relation between teacher–child relationship quality and EF skill development in first grade. Specifically, simple slope trends indicated that teacher–child closeness was positively related to gains in sustained attention for typically developing children but negatively related to sustained attention for children exhibiting borderline to clinical levels of EBPs. Implications of the findings are discussed.Highlights We examined externalizing behaviour problems as a potential moderator between teacher–child relationships, teacher–child interactions, and EF skills. Counterintuitively, teacher‐reported closeness is negatively related to EF gains for children with externalizing behaviour problems. Teachers may have a positive relationship with an externalizing child but need more support and resources to establish expectations for the child's EF skills.

Change and Predictability of Children’s Behavioral Adjustment in Tanzanian Pre-primary Schools

Research in Western countries has shown the contribution of early teacher–child relationships and classroom emotional support on children’s behavioral adjustment in pre-schools. Results with regard to the direction and strengths of the relationships seem inconclusive, moreover, such research is lacking in African countries. To examine the change and predictability of children’s behavioral adjustment in Tanzanian pre-primary schools. Longitudinal data were collected twice over a 1-year interval. Twenty teachers and their 310 children from 20 schools in the Ilala district, Dar es Salaam region, participated in the study. Methods used for data collection were teacher questionnaires and classroom observation. Results showed that over time, children’s aggressive behavior and teacher–child conflict decreased, whereas teacher–child closeness increased. Prosocial and anxious behavior remained stable. Multilevel and longitudinal analyses indicated that teacher–child closeness and conflict predicted children’s aggressive behavior. Children’s prosocial and anxious behavior predicted teacher–child closeness, while their prosocial, aggressive and anxious behavior at the individual level and anxious behavior at the aggregated class level predicted teacher–child conflict. Teacher–child relationships and children’s behavior relate in a bidirectional way. If the relationship between a teacher and a child is characterized by conflict, children are more likely to develop difficult behavior and teachers find it more difficult to manage the children. These results imply that pre-primary teachers need to be trained on how to identify signs of behavioral problems in children and to establish an emotional supportive classroom environment and teacher–child closeness for a positive school trajectory in children.

Classroom racial/ethnic diversity and upper elementary children’s social-emotional development

Research has shown that racial/ethnic diversity in elementary schools and classrooms benefits children’s academic achievement and feelings of safety and belonging. The current study aimed to expand on existing research by examining associations between classroom racial/ethnic composition and upper elementary children’s social-emotional development and whether these associations differed based on overall quality of classroom interactions. Data were collected from 526 third- through fifth-grade children in 35 urban public elementary school classrooms. Measures included teacher-reported child social competence, teacher-child relationship quality, and aggression; child self-reported depression and anxiety; and observed classroom interactions. Hierarchical linear modeling revealed that classroom diversity was positively related to teachers’ reports of child social competence and teacher-child closeness and negatively related to child-reported depression. The relationship between classroom diversity and child social-emotional development did not differ based on classroom interactional quality, indicating that these associations may be robust to differences in classroom environments.

Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten.

Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher-child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher-child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher-child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher-child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.

Teacher and child perceptions of relationship quality and ethnic minority children's behavioral adjustment in upper elementary school: A cross-lagged approach

In this study, cross-lagged longitudinal modeling was used to examine associations between teacher-child relationship quality and children's behavioral adjustment in a sample of sixth grade ethnic minority children. In comparison to previous cross-lagged studies, children were older and cross-informant models were used. Both teachers (N = 12) and children (N = 226) reported on the relationship quality (Closeness, Conflict, and Dependency or Negative Expectations), and children's behavioral adjustment (Externalizing Problems, Internalizing Problems, and Prosocial Behavior) at the beginning and the end of the school year. Children's externalizing behavior at the beginning of the school year was consistently and positively associated with conflict at the end of the school year. Interestingly, dependency at time 1 was associated with children's behavioral adjustment at time 2, whereas for closeness and conflict associations were the other way around (i.e., children's behavior at time 1 was associated with teacher-child closeness and conflict at time 2). Taken together, our results seem to indicate that bidirectional associations between teacher-child relationships and behavioral adjustment apply to older, ethnic minority children as well.