Teacher–child relationships and social competence: A two-year longitudinal study of Chinese preschoolers☆

a r t i c l e i n f o Keywords: Teacher–child relationships Social competence Cross-system generalization Home School Chinese children Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher–child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's teacher–child relationships and social competence in school, and mothers rated the children's social competence at home. The results showed that high closeness and low conflict in teacher–child relationships at three months after preschool entry (T1) predicted children's social competence in school at the end of the first preschool year (T2). T1 teacher–child closeness also predicted social competence at home at the end of the second preschool year (T3). Although early home competence did not predict later school competence, T2 school competence was associated with T3 home competence. Finally, T2 school competence fully mediated the path from T1 teacher–child closeness to T3 home competence. Teachers, especially in children's preschool years, often perform caregiving functions resembling those of parents. Like parents, teachers care for children's safety, soothe them when they are upset, and guide them when they misbehave. Over the past three decades , a sizeable body of research has accumulated on the relationships between teachers and children; much of this research has focused on explicating the correlates and consequences of individual differences in teacher–child relationships The quality of such relationships has been linked with a host of child functioning variables. It has been found, for example, that negative relationships with teachers are associated with a variety of school adjustment difficulties, including school disengagement (e.g. longitudinal, bidirectional relations between teacher–child relationships (i.e., closeness and conflict) and children's social competence in both the school and home settings. Specifically, we assess whether relationships with teachers predict change over time in children's social competence in school and at home. We also assess whether social competence predicts change over time in teacher–child relationships. Additionally, we assess whether children's social competence carries over from home to school or from school to home (i.e., cross-system generalization of competence between home and school settings). Teacher–child relationships and children's social competence From an attachment perspective, young children's relationships with teachers reflect the quality of the emotional connection between the two parties (Bergin & Bergin, 2009). Children with secure teacher– child relationships will …