Teacher-Child Relationships and Very Young Chinese Children's Developmental Outcomes

• In Event: AERA Poster Session 8
  In Poster Session: Early Childhood Outcomes

Abstract

Based on a two-wave, cross-lagged design with a sample of young children aged 1 to 3 years in Hong Kong, this study examined the dynamic association between teacher-child relationships and developmental outcomes. Results showed reciprocal relations between teacher-child relationships and four aspects of developmental outcomes including general development, conceptual comprehension, situation comprehension, and personal-social skills. We also found that earlier teacher-child relationships predicted children’s later development of gross- and fine-motor and self-help skills, and children’s early expressive language skills was associated with their subsequent relationships with teachers. Follow-up analyses suggested that the observed relationships operated similarly for boys and girls, but differently between high- and low-socioeconomic-status families and between younger and older age groups.

Author

• Ting Liu, East China Normal University