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Children's Relationships with Peers: Differential Associations with Aspects of the Teacher‐Child Relationship
Author(s) -
Howes Carollee,
Hamilton Claire E.,
Matheson Catherine C.
Publication year - 1994
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1994.tb00748.x
Subject(s) - psychology , prosocial behavior , developmental psychology , socialization , aggression , attribution , toddler , competence (human resources) , social psychology
Associations between children's social competence with peers and differential aspects of their teacher‐child relationships were examined in a longitudinal sample of 48 4‐year‐old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.