This study examines how a set of the child’s proximal relationships (mother–child, father–child, and teacher–child) and parent–teacher relationships relate to the child’s prosocial and learning behaviors in kindergarten. The sample included 95 mother–father–child triads (child mean age 5.9 years) and 42 kindergarten teachers. All adults reported on their relationship with the child and on their perceptions of parent–teacher relationships. Teachers reported on the child’s behaviors. Main findings: (1) All proximal relationships and the teachers’ relationships with mothers and fathers were related to children’s outcomes; and (2) different patterns of associations were found between father–child and mother–child relationships, and teacher–child relationship, parent–teacher relationships, and children’s outcomes. These findings hint to the different roles of fathers and mothers in their children’s development and to distinguished patterns of relationships of mothers and fathers with kindergarten teachers.
Bibliographical noteFunding Information:
This research was funded by The Israeli Science Foundation (ISF), grant number 492-16.
© 2023 by the authors.
- ecological perspective
- parent–teacher relationships
- socioemotional development
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health