期刊
EARLY CHILDHOOD RESEARCH QUARTERLY
卷 26, 期 2, 页码 192-204出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.ecresq.2010.09.001
关键词
Mother-child relationships; Father-child relationships; Teacher-child relationships; Preschool experiences; Social competence
Based on two samples of Chinese preschoolers (Study 1: N = 443; Study 2: N = 118) and their parents and teachers, the present research examined the associations between parent-child and teacher-child relationships, and how the associations were moderated by children's preschool experiences and mediated by their social competence. Using a cross-sectional design, Study 1 showed that children's years of preschool experiences moderated the associations between parent-child and teacher-child relationships. Both father-child and mother-child relationships were associated significantly with teacher-child relationships for the first-year preschoolers, and these associations were mediated fully by children's social competence. For the second- or third-year preschoolers, however, neither father-child nor mother-child relationships correlated significantly with teacher-child relationships. Using a longitudinal design, Study 2 also showed the moderating role of children's preschool experiences in the associations between parent-child and teacher-child relationships. Relationships with mothers were associated significantly with relationships with teachers at 3 months after the children's preschool entrance and, again, this association was mediated fully by children's social competence. In contrast, neither mother-child nor father-child relationships correlated significantly with teacher-child relationships at the end of the first or second preschool year. (C) 2010 Elsevier Inc. All rights reserved.
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