Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships

Name: Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships
Author: Saral, Bengi, Acar, İbrahim Hakkı

İsim	Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships
Yazar	Saral, Bengi, Acar, İbrahim Hakkı
Basım Tarihi:	2021-11-02
Basım Yeri	- Taylor & Francis
Konu	Social competence, Parent-child relationship, Parent-parent relationship, Preschool children, Teacher-child relationship
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1350-293X
Kayıt Numarası	5bf1d730-c203-47e3-9403-03c63d6c3801
Lokasyon	Psychology
Tarih	2021-11-02
Örnek Metin	Children's relationships with adults (e.g. parents and teachers) and within-family relationships (e.g. parent-parent) are important drivers for the development of children's social competence. The current study examined the contributions of adult-child relationships (parent-child and teacher-child) and parent-parent relationships to preschool children's social competence. In addition, the moderating roles of teacher-child relationships between parent-child and parent-parent relationships, and children's social competence were examined. Participants were parents and teachers of 127 children (M = 54.65, SD = 9.22 months) from Turkey. Parents reported on parent-child and parent-parent relationships and teachers reported on teacher-child relationships and children's social competence. Hierarchical regression models accounting for the nesting structure of the data were run to test the hypotheses. Results showed that teacher-child closeness was positively and teacher-child conflict was negatively associated with children's social competence. Parent-child and parent-parent relationships were not associated with children's social competence. Teacher-child closeness moderated the association between parent-parent conflict and social competence. The findings highlight the importance of examining both parent-parent and teacher-child relationships in the prediction of children's social competence.
DOI	10.1080/1350293X.2021.1985557
Cilt	29

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Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships

Yazar Saral, Bengi, Acar, İbrahim Hakkı

Basım Tarihi 2021-11-02

Basım Yeri - Taylor & Francis

Konu Social competence, Parent-child relationship, Parent-parent relationship, Preschool children, Teacher-child relationship

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1350-293X

Kayıt Numarası 5bf1d730-c203-47e3-9403-03c63d6c3801

Lokasyon Psychology

Tarih 2021-11-02

Örnek Metin Children's relationships with adults (e.g. parents and teachers) and within-family relationships (e.g. parent-parent) are important drivers for the development of children's social competence. The current study examined the contributions of adult-child relationships (parent-child and teacher-child) and parent-parent relationships to preschool children's social competence. In addition, the moderating roles of teacher-child relationships between parent-child and parent-parent relationships, and children's social competence were examined. Participants were parents and teachers of 127 children (M = 54.65, SD = 9.22 months) from Turkey. Parents reported on parent-child and parent-parent relationships and teachers reported on teacher-child relationships and children's social competence. Hierarchical regression models accounting for the nesting structure of the data were run to test the hypotheses. Results showed that teacher-child closeness was positively and teacher-child conflict was negatively associated with children's social competence. Parent-child and parent-parent relationships were not associated with children's social competence. Teacher-child closeness moderated the association between parent-parent conflict and social competence. The findings highlight the importance of examining both parent-parent and teacher-child relationships in the prediction of children's social competence.

DOI 10.1080/1350293X.2021.1985557

Cilt 29