Family Involvement and Preschoolers' Social Functioning: The Mediating Role of the Teacher-Child Relationship
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| Title: | Family Involvement and Preschoolers' Social Functioning: The Mediating Role of the Teacher-Child Relationship |
|---|---|
| Language: | English |
| Authors: | Julie A. Planke, Laura M. Justice, Nan Xiao, Kelly Purtell, Hui Jiang |
| Source: | School Community Journal. 2025 35(2):29-62. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Family Involvement, Teacher Student Relationship, Low Income Groups, Preschool Teachers, Preschool Children, Incidence, Values, Student Behavior, Self Control, Peer Relationship, Interpersonal Competence, Teacher Attitudes |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | The teacher-child relationship may be a critical proximal process or mediating mechanism through which family involvement influences the development of young children's social functioning in preschool. This study examined the extent to which varying degrees and forms of family involvement in early schooling are associated with the social development of children from low-income homes (N = 391). Further, we tested the mediating role of the teacher-child relationship as a mechanism underlying these relations. Preschool teachers reported their perceptions of aspects of family involvement in autumn of the school year, including the frequency of contact, the quality of family-teacher relationships, and family values in children's education. In the following spring, teachers reported on the quality of their relationships with children and these children's social functioning (behavior control, peer social skills). Results from multilevel path analysis showed that the family-teacher relationship and teachers' perceptions of family values were associated with children's behavioral control and peer social skills directly and indirectly through teacher-child relationships, especially through conflict in these relationships. Findings suggest that family involvement in early childhood education and teacher-child relationships influence one another, and both provide valuable resources supporting children's social development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489691 |
| Database: | ERIC |
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