The Effect of Teacher-Child Relationship on Preschool Children's School Adaptation and Behaviour Problems

Year 2025, Volume: 12 Issue: 1, 251 - 265, 30.04.2025

Sibel Yoleri , Aysel Adıgüzel

https://doi.org/10.30900/kafkasegt.1504160

Abstract

: This research has been conducted to examine the relationship between teacher-child relationships school adjustment and social competence variables. The results of this study suggest that there is a significantly positive relationship between the level of teacher-child closeness sub-dimension and social competency, school liking, classroom participation, and self-directiveness scores. In addition, there is a significantly negative relationship between the level of teacher-child closeness sub-dimension and anger/aggression, anxiety/introversion, and school avoidance scores. In other results, there was found to be a significant positive relationship between the level of teacher-child conflict sub-dimension and anger-aggression and anxiety/introversion scores. On the other hand, a negative correlation was observed between the level of teacher-child conflict sub-dimension and social competency, school liking, classroom participation, school avoidance, and self-directiveness scores. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. According to the results, levels of teacher-child closeness predicted the levels of social competency, school liking, classroom participation, and self-directiveness. Also, levels of teacher-child conflict predicted the levels of anger aggression, anxiety/introversion, and school avoidance.

Keywords

Teacher-child relationships, school adjustment, social competence, preschool.

Supporting Institution

TUBİTAK BİDEB 2209-A Üniversite Öğrencileri Araştırma Projeleri

Project Number

1919B012101174

References

• Acar, I. H., Veziroglu-Celik, M., Garcia, A., Colgrove, A., Raikes, H., Gönen, M., & Encinger, A. (2019). The qualities of teacher–child relationships and SR of children at risk in the United States and Turkey: The moderating role of gender. Early Childhood Education Journal, 47(1), 75-84. https://doi.org/10.1007/s10643-018-0893-y
• Acar, I. H., Torquati, J. C., Raikes, H., & Rudasill, K. M. (2021). Pathways to low-income children’s SR: Child temperament and the qualities of teacher–child relationships. Early Education and Development, 32(8), 1103-1121. https://doi.org/10.1080/10409289.2020.1830465
• Acar, I. H., Veziroglu-Celik, M., Rudasill, K. M., & Sealy, M. A. (2022). Preschool children's self-regulation and learning behaviors: The moderating role of the teacher-child relationship. Child & Youth Care Forum, 51(1), 1–18. https://doi.org/10.1007/s10566-021-09615-3
• Ainsworth, M. D. S. (1991). Attachments and other affectional bonds across the life cycle. In C. M. Parkes, J. Stevenson-Hinde, & P. Marris (Eds.), Attachment across the life cycle (pp. 33–51). Tavistock/Routledge. Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2022). Preschool teachers’ emotional exhaustion in relation to classroom instruction and teacher-child interactions. Early Education and Development, 33(1), 107–120. https://doi.org/10.1080/10409289.2020.1848301
• Baardstu, S., Wang, M. V., & Brandlistuen, R. E. (2022). The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study. European Early Childhood Education Research Journal, 30(4), 606–623.
• Balluerka, B., Aliri, J., Goñi-Balentziaga, O., & Gorostiaga, A. (2023). Association between bullying victimization, anxiety and depression in childhood and adolescence: The mediating effect of self-esteem. Revista de Psicodidáctica (English ed.), 28(1), 26-34.
• Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 34(1), 61-79.
• Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology (pp. 793–828). John Wiley & Sons.
• Bornstein, M.H., Hahn, C., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and psychopathology, 22(4), 717-735. doi: 10.1017/S0954579410000416.
• Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social-emotional capacity: factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018–1039.
• Bulotsky-Shearer, R. J., Fernandez, V. A., Bichay-Awadalla, K., Bailey, J., Futterer, J., & Qi, C. H. (2020). Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts. Journal of Applied Developmental Psychology, 67, 101103. https://doi.org/10.1016/j.appdev.2019.101103
• Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Developmental Science, 12(3), 140-153.
• Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate. Journal of School Psychology, 46(4), 367–391. https://doi.org/10.1016/j.jsp.2007.06.009
• Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom interactions, dyadic teacher–child relationships, and SR in socially disadvantaged young children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/10.1007/s10802-015-0060-5
• Colwell, M. J., & Lindsey, E. W. (2003). Teacher–child interactions and preschool children’s perceptions of self and peers. Early Child Development and Care, 173(2-3), 249-258. doi:10.1080/030.044.3031000071888
• Coplan, R.J, Liu, J., Cao, J., Chen, X., & Li, D. (2017). Shyness and school adjustment in Chinese children: The roles of teachers and peers. School Psychology Quarterly, 32(1), 131–42. https://doi.org/10.1037/spq0000179
• Çorapçı F., Aksan N., Duygu Arslan- Yalçın D., & Yağmurlu B. (2010). Emotional, behavioral and social cohesion screening in preschool: Social competence and behavior assessment-30 scale. Journal of Child and Adolescent Mental Health, 17(2), 63-74.
• Cross, D. I., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28, 957-967. doi:10.1016/j.tate.2012.05.001.
• Degol, J. L., & Bachman, H. J. (2015). Preschool teachers’ classroom behavioral socialization practices and low-income children's SR skills. Early Childhood Research Quarterly, 31, 89-100. https://doi.org/10.1016/j.ecresq.2015.01.002
• DeJames, P. L. (2001). Effective parent/teacher/child relationships. Education, 102(1), 34–36.
• Dos Santos, M. A., de Freitas e Castro, J. M., & de Freitas Lino Pinto Cardoso, C. S. (2020). The moral emotions of guilt and shame in children: Relationship with parenting and temperament. Journal of Child and Family Studies, 29, 2759–2769. https://doi.org/10.1007/s10826-020-01766-6
• Doumen, S., Verschueren, K., Buyse, E., Germeijs, V., Luyckx, K., & Soenens, B. (2008). Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 37(3), 588–599. https://doi.org/10.1080/15374410802148079
• Egert, F., Dederer, V., & Fukkink, R. G. (2020). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis. Educational Research Review, 29, 1-15. https://doi.org/10.1016/j.edurev.2019.100309
• Ferreira, T., Cadima, J., Matias, M., et al. (2016). Preschool children’s prosocial behavior: the role of mother–child, father–child and teacher–child relationships. Journal of Child and Family Studies, 25, 1829–1839. https://doi.org/10.1007/s10826-016-0369-x
• Glüer, M., & Gregoriadis, A. (2017). Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens. Education 3-13, 45(5), 558–571. https://doi.org/10.1080/03004279.2016.1140802
• Goble, P., Sandilos, L. E., & Pianta, R. C. (2019). Gains in teacher-child interaction quality and children’s school readiness skills: Does it matter where teachers start? Journal of School Psychology, 73, 101–113.
• Göbel, A., Henning, A., Möller, C., & Aschersleben, G. (2016). The relationship between emotion comprehension and internalizing and externalizing behavior in 7- to 10-year-old children. Frontiers in Psychology, 7,1–11. doi: 10.3389/fpsyg.2016.01917.
• Graves, S. L., & Howes, C. (2011). Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality. School Psychology Quarterly, 26(3), 202–214. https://doi.org/10.1037/a0024117
• Gür, Ç., Koçak, N., Demircan, A., Baç Uslu, B., Şirin, N., & Şafak, M. (2015). Okul öncesi eğitim kurumlarına devam eden 48-60 ay çocukların sosyal yetkinlik ve davranış değerlendirme durumlarının incelenmesi. Eğitim ve Bilim, 40(180), 13-23
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301.
• Hanish, L. D., Eisenberg, N., Fabes, R. A., Spinrad, T. L., Ryan, P., & Schmidt, S. (2004). The expression and regulation of negative emotions: Risk factors for young children’s peer victimization. Development and Psychopathology, 16, 335-353.
• Hollingsworth, H. L., & Winter, M. K. (2013). Teacher beliefs and practices relating to development in preschool: Importance placed on social-emotional behaviours and skills. Early Child Development and Care, 183(12), 1758-1781. https://doi.org/10.1080/03004430.2012.759567
• Hu, B.Y., Ren, L., Wu, Z., Chen, J., & He, J. (2021): Relationships between the teacher–child conflict and children’s problem behaviors in the cultural context of Chinese preschools. School Psychology Review, doi: 10.1080/2372966X.2020.1827678
• Jerome, E. M., Hamre, B. K. and Pianta, R. C. (2009). Teacher–child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18(4), 915-945. doi: 10.1111/j.1467-9507.2008.00508.x
• Juntilla, N., Vauras, M., Niemi, P. M., & Laakkonen, E. (2012). Multisource assessed social competence as a predictor for childrens’ and adolescents’ later loneliness, social anxiety and social phobia. Journal for Educational Research Online, 4(1), 73-98.
• Karaman, O. (2022). An experimental study related to school adjustment of children in the preschool period. International Education Studies, 15(2), 149-160. doi: 10.5539/ies.v15n2p149
• Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67(3), 1103-1118.
• La Freniere P. J., & Dumas J. E. (1996) Social competence and behavior evaluation in children ages 3 to 6 years: The short form. Psychology Assessment, 8, 369-377.
• LaFreniere, P., Masataka, N., Butovskaya, M., Chen, Q., Dessen, M. A., Atwanger, K. et al. (2002). Cross-cultural analysis of social competence and behavior problems in preschoolers. Early Education & Development, 13, 201-220.
• Li, J. B., & Lau, E. Y. H. (2019). Teacher–student conflict and preschoolers’ adjustment in the transition to primary school: The role of child SR and parents’ positive relations with others. Early Education and Development, 30(3), 423-437. https://doi.org/10.1080/10409289.2018.1535227
• Lilienfeld, S.O. (2003). Comorbidity between and within childhood externalizing and internalizing disorders: Reflections and directions. Journal of Abnormal Child Psychology, 31,285–291. doi: 10.1023/a:1023229529866.
• Lippard, C., La Paro, K., Rouse, H., & Crosby, D. (2018). A closer look at teacher–child relationships and classroom emotional context in preschool. Child Youth Care Forum, 47, 1-21. doi:10.1007/s10566.017.9414-1. Liu, J. (2004). Childhood externalizing behavior: Theory and implications. Journal of Child and Adolescent Psychiatric Nursing, 17(3), 93–103. doi: 10.1111/j.1744-6171.2004.tb00003.x.
• Loomis, A. M. (2021). The influence of early adversity on SR and student-teacher relationships in preschool. Early Childhood Research Quarterly, 54, 294–306. https://doi.org/10.1016/j.ecresq.2020.10.004
• Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, 1988. https://doi.org/10.3389/fpsyg.2016.01988.
• Murray, C., Murray, K. M., & Waas, G. A. (2008). Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29(1), 49-61. http://dx.doi.org/10.1016/j.appdev.2007.10.006
• Nasiopoulou, P., Williams, P., Sheridan, S., & Hansen, K. Y. (2019). Exploring preschool teachers’ professional profiles in Swedish preschool: A latent class analysis. Early Child Development and Care, 189(8), 1306-1324. doi:10.1080/03004.430.2017.137 5482
• Nguyen, T., Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. (2020). The classroom relational environment and children’s early development in preschool. Social Development, 29, 1071–1091. https://doi.org/10.1111/sode.12447
• O’Connor, E. (2010). Teacher–child relationships as dynamic systems. Journal of School Psychology, 48(3), 187–218. https://doi.org/10.1016/j.jsp.2010.01.001
• Önder, A., & Gülay, H. (2010). 5-6 yaş çocukları için okula uyum öğretmen değerlendirme ölçeğinin güvenirlik ve geçerlik çalışması. Uluslararası Online Eğitim Bilimleri Dergisi, 1(2), 204-224.
• Pekdoğan, S., & Kanak, M. (2016). A study on social competence and temperament of pre-school children’s. Journal of Education and Learning, 5(4), 133-140. doi:10.5539/jel.v5n4p133
• Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother–child relationships, teacher–child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263–280. http://dx.doi.org/10.1016/S0885-2006(97)90003-X
• Pianta, R. C. (2001). STRS: Student-Teacher Relationship Scale: Professional manual. Psychological Assessment Resources. Inc U.S.A.
• Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Vol. 7. Educational psychology (pp. 199–234). JohnWiley & Sons.
• Pianta, R. C., Hamre, B. K., & Nguyen, T. (2020). Measuring and improving quality in early care and education. Early Childhood Research Quarterly,51, 285–287. doi:10.1016/j.ecresq.2019.10.013 Childhood Research Quarterly,51,285–287. doi:10.1016/j.ecresq.2019.10.013
• Pianta, R. C., & Hofkens, T. (2023). Defining early education quality using CLASS-observed teacher-student interaction. Frontiers in Psychology,14. doi:10.3389/fpsyg.2023.1110419
• Plotka, R. (2019). The effects of preschool teachers’ perception of problem behaviors on teacher sense of self-efficacy. International Journal of Early Childhood Learning, 26(1), 1–13. doi:10.18848/2327-7939/CGP/v26i01/1-13
• Reimers, F. M. (2021). Eğitim ve COVID-19: Pandeminin yarattığı şoktan kurtulmak ve daha iyiyi yeniden inşa etmek. (Çev: B. E. Onat). Eğitimsel Egzersizler Dizisi: 34. Aydın Yayınları. http://www.ibe.unesco.org/sites/default/files/resources/34_egitim_ve_covid-19_tur.pdf Erişim tarihi: 05.07.2022.
• Rojas, N. M., & Abenavoli, R. M. (2021). Preschool teacher-child relationships and children’s expressive vocabulary skills: The potential mediating role of profiles of children’s engagement in the classroom. Early Childhood Research Quarterly, 56, 225-235. https://doi.org/10.1016/j.ecresq.2021.04.005
• Roorda, D. L., Verschueren, K., Vancraeyveldt, C., Van Craeyevelt, S., & Colpin, H. (2014). Teacher-child relationships and behavioral adjustment: transactional links for preschool boys at risk. Journal of School Psychology, 52(5), 495-510. https://doi.org/10.1016/j.jsp.2014.06.004
• Rudasill, K.M., & Rimm-Kaufman, S.E. (2009). Teacher–child relationship quality: The roles of child temperament and teacher–child interactions. Early Childhood Research Quarterly 24, 107–120. doi: 10.1016/j.ecresq.2008.12.003
• Rudasill, K.M., Reichenberg, R.E., Eum, J., Barrett, J.S., Joo, Y., Wilson, E., & Sealy, M. (2020). Promoting higher quality teacher-child relationships: The INSIGHTS intervention in rural schools. International Journal of Environmental Research and Public Health, 17(24), 9371. doi: 10.3390/ijerph17249371.
• Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213-231. doi:10.1080/14616.734.2012.672262
• Saraç, S., Gülay Ogelman, H., & Yıldırım, Ö. (2023). Adjustment to preschool after COVID-19 in Turkey: Teachers’ perspectives. Early Years, doi: 10.1080/09575146.2023.2169663
• Saral, B., & Acar, I. H. (2021). Preschool children's social competence: The roles of parent–child, parent–parent, and teacher–child relationships. European Early Childhood Education Research Journal, 29, 856–76. 10.1080/1350293X.2021.1985557
• Schmitt, S. A., Pratt, M. E., Korucu, I., Napoli, A. R., & Schmerold, K. L. (2018). Preschool classroom quality and social-emotional functioning: Findings across geographic regions. Early Childhood Research Quarterly, 43, 11–22.
• Settanni, M., Longobardi, C., Sclavo, E., Fraire, M., & Prino, L. E. (2015). Development and psychometric analysis of the student–teacher relationship scale–short form. Frontiers in Psychology, 6, 898. https://doi.org/10.3389%2Ffpsyg.2015.00898
• Shehu, B.P. (2019). Peer acceptance in early childhood: links to socio-economic status and social competence. Journal of Social Studies Education Research, 10(4), 176-200.
• Soininen, V., Pakarinen, E., & Lerkkanen, M.K. (2023. Reciprocal associations among teacher-child interactions, teachers' work engagement, and children's social competence. Journal of Applied Developmental Psychology, 85, 1-13. https://doi.org/10.1016/j.appdev.2022.101508
• Stone, L.L., Otten, R., Engels, R.C.M.E., Kuijpers, R.C.W.M., & Janssens, J.M.A.M. (2015). Relations between internalizing and externalizing problems in early childhood. Child & Youth Care Forum, 44(5), 635–653. doi: 10.1007/s10566-014-9296-4.
• Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. doi:10.1016/j.ecresq.2017.08.001
• Şahin Ası, D. & Ocak Karabay, Ş. (2018). Öğrenci-Öğretmen İlişki Ölçeği-Kısa Formunun Türkçe’ ye uyarlanması. Ege Eğitim Dergisi, 19 (1), 67-82. doi: 10.12984/egeefd.322358
• Thompson, R. A. (2014). Why are relationships important to children’s well-being? In A. Ben-Arieh, I. Frones, F. Cases, & J. Korbin (Eds.), Handbook of child well-being. Theories, methods and policies in global perspective (pp. 1917–1954). Dordrecht: Springer
• Wichstrøm, L., Belsky, J., & Berg‐Nielsen, T.S. (2013). Preschool predictors of childhood anxiety disorders: A prospective community study. Journal of Child Psychology and Psychiatry, 54 (12) (2013), pp. 1327-1336, 10.1111/jcpp.12116
• Wu, Y., Wu, J., Chen, Y., Han, L., Han, P., Wang, P., & Gao, F. (2015). Shyness and school adjustment among Chinese preschool children: Examining the moderating effect of gender and teacher–child relationship. Early Education and Development, 26(2), 149–166. https://doi.org/10.1080/10409289.2015.970503
• van der Wilt, F., van der Veen, C., van Kruistum, C. et al. (2019). Why do children become rejected by their peers? A review of studies into the relationship between oral communicative competence and sociometric status in childhood. Educational Psychology Review, 31, 699–724. https://doi.org/10.1007/s10648-019-09479-z
• Yoleri, S. (2015). Preschool children’s school adjustment: Indicators of behaviour problems, gender, and peer victimisation. Education, 43, 628–638.
• Zatto, B. R. L., & Hoglund, W. L. G. (2019). Children’s internalizing problems and teacher–child relationship quality across preschool. Early Childhood Research Quarterly, 49, 28–39. https://doi.org/10.1016/j.ecresq.2019.05.007
• Zhang, X., & Nurmi, J. E. (2012). Teacher–child relationships and social competence: A two-year longitudinal study of Chinese preschoolers. Journal of Applied Developmental Psychology, 33(3), 125–135. https://doi.org/10.1016/j.appdev.2012.03.001
• Zhu, J., Yin, X., Li, X., Dong, X., Zou, S. & Li, Y. (2023). Social avoidance and social adjustment in Chinese preschool migrant children: The moderating role of teacher-child relationships. Frontiers Psychiatry, 2(14), 1149319. doi: 10.3389/fpsyt.2023.1149319