The Influence of Social Skills on Teacher-Child Relationships and Academic Achievement for Kindergarten Children

• In Event: Academic and Social Emotional Factors in Early Childhood

Abstract

Educators have long recognized the importance of teachers’ relationships with their students in influencing academic outcomes. Absent from that association, however, is an investigation into the role played by students’ social skills. Utilizing the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), this study explores, through structural equation modeling, how social skills acts as a precursor to the relationship between teacher-child relationship quality and academic outcomes. Results show that strong social skills support positive teacher-child relationships, which are beneficial for learning outcomes. Implications for educators and practices focused on supporting children’s social development are discussed.

Authors

• Eric C Burnheimer, University of California - Los Angeles
  Presenting Author

• Jeffrey Yo, University of California - Los Angeles
  Presenting Author