Research Findings: In the present study, we investigated the roles of children's social competence and immigrant background in the prediction of the quality of children's relationships with peers and teachers and school adjustment. Participants were N = 212 children (M[subscript age] = 58.32 months, SD = 10.72; n = 98 with an immigrant background)…

During the early stages of childhood, educators play a pivotal role as influential figures in a child's life. The dynamic between teacher and child holds the potential to either foster or jeopardize the child's developmental trajectory. The present study investigated the predictive role of teacher-child relationships in behavior problems for…

One argument for the inclusion of children with special education needs (SEN) is that they will benefit from the interactions and relationships with their typically developing peers. However, students with SEN tend to be more rejected than their non-SEN peers. Considering the negative consequences of peer rejection on socioemotional development…

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based…

Using data from more than 7000 children from the Norwegian Mother, Father and Child (MoBa) study, this study explored the role of school readiness and teacher-child closeness in the early child education and care (ECEC) setting for the prospective academic and social development of children with early externalizing problems. Mother, ECEC teachers,…

Social-behavioral functioning during early childhood is associated with children's academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent--teacher and student--teacher relationships predicted children's social skills and problem behaviors across the preschool to Grade 1…

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based…

The purpose of this study was to examine whether gender would moderate the association between teacher--child relationship and children's social skills in a sample of preschool children. Classroom teachers (N = 32) rated the quality of the teacher--child relationship (Student--Teacher Relationship Scale; STRS) and children's social skills (Social…

This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…

A large body of literature demonstrates that children who experience unstable housing and homelessness are at risk for developmental delays and social--emotional challenges. However, there is also evidence of variability in the functioning of these children. Our primary aims were to identify unique profiles among preschool-aged children who were…

Student characteristics, their attitude to school and classroom climate can influence teacher-student relationships and adjustment to school. Poor early school experiences are associated with school avoidance, disruptive behaviour, teacher conflict, and suspension and exclusion. The focus, however, remains on the behaviour of individual children,…

The study investigated whether 10 minutes of attachment enhancing play delivered daily over 2 weeks could improve adult-child relationships and whether this bettered the way they functioned socially and emotionally. The attachment enhancing play was based on Theraplay® principles and utilized the 4 dimensions of 'Structure, Engagement, Nurture,…

Introduction: The goal of this study was to examine the relationship between teacher-student relationship quality, student teacher's self-efficacy belief, and students' behavioral and academic orientations. In this way, the current research might be helpful to understand and document the direct and indirect impacts of teacher self-efficacy beliefs…

In this study, the researcher examined the direct and indirect effects of student-teacher relationship, students' social skills, and behavioral orientation on students' academic competency in Turkish first-grade educational settings. For most Turkish children, the entry into first grade is their first formal schooling experience. Understanding how…

Aim of this study is to examine the factors that affect children's behavioral problems and present the relationships between children's behavioral problems, social skills and teacher child relationship. Relational screening model was preferred for this study. Study group consisted of 53, 36-48 months of age children who studied at early childhood…