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

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  • Liu, Ting
  • Zhang, Xiao
  • Zhao, Kun
  • Chan, Wai Ling

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.

Suggested Citation

  • Liu, Ting & Zhang, Xiao & Zhao, Kun & Chan, Wai Ling, 2020. "Teacher-child relationship quality and Chinese toddlers’ developmental functioning: A cross-lagged modelling approach," Children and Youth Services Review, Elsevier, vol. 116(C).
    • Handle: RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740920304047
    DOI: 10.1016/j.childyouth.2020.105192
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    References listed on IDEAS

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    1. Wu, Zhongling & Hu, Bi Ying & Fan, Xitao & Zhang, Xiao & Zhang, Juan, 2018. "The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children," Children and Youth Services Review, Elsevier, vol. 88(C), pages 582-590.
    2. Mortensen, Jennifer A. & Barnett, Melissa A., 2016. "The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers," Children and Youth Services Review, Elsevier, vol. 64(C), pages 73-81.
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    Cited by:

    1. Yu-Jin Jang & Yea-Ji Hong, 2022. "The Relation between Korean Children’s Autonomy and Motor Development Mediated by Teacher–Child Relationships: A Focus on Gender Difference," IJERPH, MDPI, vol. 19(20), pages 1-13, October.
    2. Xie, Weiyi & Zhang, Xiao & Xiao, Nan & Chan, Wai Ling, 2021. "Need for and concerns about non-parental childcare programs for infants and toddlers in Hong Kong: Voices of parents," Children and Youth Services Review, Elsevier, vol. 131(C).

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