Work

Developmental trajectories of early teacher–child relationships among Chinese children: Predictors and associations with child outcomes

Year: 2025

Type: article

Abstract: The present study used Latent Class Growth Modeling to identify distinct teacher–child relationship trajectories among 59 teachers and 566 children in Chinese preschools. We also tested how identified profiles were associated with children's characteristics (as predictors and outcomes). Four trajectories were identified: two supportive (High Quality–Stable and Low Quality–Improving Trajectory) and two at-risk (High Conflict–Stable and High Quality–Deteriorating Trajectory). Boys, children with lower socioeconomic status, and with higher externalizing behavior were more likely to display at-risk relationship trajectories. At-risk trajectory membership predicted more externalizing behaviors and lower math skills. Early interventions may be needed to reduce negative teacher–child dynamics.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2025.105075

Authors: Mengdi Chen, Bi Ying Hu, Lixin Ren

Institutions: University of Macau, Xi’an Jiaotong-Liverpool University

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,380