Child Care and Early Education Research Connections

Skip to main content

The relations between teacher-child relationships in preschool and children's outcomes in kindergarten


This study examined relations between closeness and conflict in the teacher-child relationship in preschool and children's problem behaviors, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education. The study also explored associations between teacher-child closeness and conflict and the subscales of children's problem behaviors and social skills. The sample consisted of 126 preschool children (M = 56.70 months, SD = 3.89). Regression analyses revealed that teacher-child conflict was related to poorer social skills in children (β = −0.24, p = .020), specifically lower assertion (β = −0.21, p = .044) and lower engagement (β = −0.28, p = .002). Additionally, as conflict in the teacher-child relationship increased, EF decreased for children whose parents have a lower level of education, less than a college degree (β = 0.46, p = .035). Implications for future research are discussed. (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Mother-child relationships, teacher-child relationships, and school outcomes in preschool in kindergarten

Reports & Papers

Teacher-Child Relationships: Examining Relations Among Children's Risks, Relationships, and Externalizing Behaviors in Head Start

Administration for Children and Families/OPRE Projects

Considerations related to developing a system for measuring outcomes for young children with disabilities and their families

Release: 'v1.55.0' | Built: 2024-02-23 07:59:10 EST