ABSTRACT

This study examines the moderating role of teacher-child conflictual relationship on children's negative emotionality and peer interaction. Participants were 355 children (174 boys, 181 girls), all 4 and 5 years of age, their mothers and 32 preschool teachers. Boys and girls were analyzed separately. The teachers completed rating scales to measure children's peer interactions and teacher-child relationships. Children's negative emotionality was assessed by a mother reported questionnaire. The collected data was analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Results show that boys’ negative emotionality significantly related to play interaction and play disconnection, whereas girls’ negative emotionality significantly related to play interaction and play disruption. The teacher-child conflictual relationship significantly related to boys’ and girls’ peer interactions. Hierarchical regression analysis indicates that the effects of children's negative emotionality on boy's play disconnection and girl's play interaction are moderated by teacher-child conflictual relationships. These findings point to the importance of teacher-child relationships in intervention planning.

KEYWORD

Peer interaction, Negative emotionality, Teacher-child relationship

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