Teacher-child relationship quality and Chinese toddlers' developmental functioning: A cross-lagged modelling approach

Ting LIU, Xiao ZHANG, Kun ZHAO, Wai Ling CHAN

Research output: Contribution to journalArticles

Abstract

This study examined the dynamic association between teacher–child relationship quality and Chinese toddlers' developmental functioning. The participants, located in Hong Kong, consisted of 82 Chinese toddlers and their teachers. With a two-wave longitudinal design, teachers rated the children's developmental functioning and their own relationships with each child. The results showed that the relations between teacher-child relationships and developmental functioning differed across aspects of child development. Specifically, teacher–child relationship quality predicted and was predicted by toddlers' comprehension and personal-social skills; teacher-child relationship quality predicted but was not predicted by motor and self-help skills; finally, expressive language skills predicted but were not predicted by teacher-child relationship quality. Follow-up analyses suggested that the observed relations operated similarly for boys and girls, but differently between younger and older age groups. We conclude by discussing the study's limitations and offering suggestions for promoting developmentally appropriate childcare experience for toddlers. Copyright © 2020 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number105192
JournalChildren and Youth Services Review
Volume116
Early online dateJun 2020
DOIs
Publication statusPublished - Sep 2020

Citation

Liu, T., Zhang, X., Zhao, K., & Chan, W. L. (2020). Teacher-child relationship quality and Chinese toddlers' developmental functioning: A cross-lagged modelling approach. Children and Youth Services Review, 116. Retrieved from https://doi.org/10.1016/j.childyouth.2020.105192

Keywords

  • Developmental functioning
  • Teacher–child relationship quality
  • Toddlers
  • Chinese children

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