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Associations of preschool type and teacher-child relational quality with young children's social-emotional competence

Resource Type: Reports & Papers
Author(s): Garner, Pamela W.; Mahatmya, Duhita; Moses, Laurence Kimberly; Bolt, Elizabeth N.
Date Issued: April, 2014
Description: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher-child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher-child variables, such that teacher-child closeness was lower and teacher-child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher-child relational quality in the prediction of children's social-emotional outcomes. Teacher-child conflict was negatively associated with emotion regulation and teacher-child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher-child closeness was high. Teacher-child closeness was also a negative predictor of urban Head Start preschoolers' prosocial attention. (author abstract)
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Journal Title: Early Education and Development
Volume Number: 25
Issue Number: 3
Page Range: 399-420
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality > Process Quality

Child Care & Early Education Providers/Organizations > Provider Type/Setting
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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