Mother- and Teacher-Child Relationships Predict School Adjustment Outcomes During Home-to-Kindergarten Transition: A Person-Centered Approach

• In Event: Child Development and Interactions

Abstract

This study aims to identify mother- and teacher-child relationships profiles and examine their impact on school adjustment outcomes during home-to-kindergarten transition. Participants were 172 new preschoolers, their mothers, and teachers from nine Hong Kong kindergartens. Two months into the academic year, mothers and teachers reported caregiver-child relationships. Three months later, they rated children’s social competence, self-regulation, and behavioral problems, while children completed tasks assessing cognitive competence and self-regulation. Latent profile analysis revealed three distinct profiles: high-quality relationships (72.1%), high teacher-child conflict (21.5%), and low-quality relationships (6.4%). The high-quality relationships profile predicted the highest social competence and self-regulation and the lowest behavioral problems. The findings underscored the importance of maintaining high-quality relationships in both family and school contexts during home-to-kindergarten transition.

Authors

• Xiao-yuan Wu, The Education University of Hong Kong

• Eva Yi Hung Lau, Education University of Hong Kong

• Jianbin Li, The Education University of Hong Kong

• Tik Sze Carrey Siu, The Education University of Hong Kong