Preschool Children's Social Competence: The Roles of Parent-Child, Parent-Parent, and Teacher-Child Relationships

Autor/inn/en	Saral, Bengi; Acar, Ibrahim H.
Titel	Preschool Children's Social Competence: The Roles of Parent-Child, Parent-Parent, and Teacher-Child Relationships
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 6, S.856-876 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1985557
Schlagwörter	Preschool Children; Interpersonal Competence; Parent Child Relationship; Family Relationship; Teacher Student Relationship; Foreign Countries; Preschool Teachers; Predictor Variables; Measures (Individuals); Rating Scales; Turkey; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Prädiktor; Messdaten; Rating-Skala; Türkei
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01