Abstract:
Parent-child interactional synchrony has been shown to promote positive child development. Less is known about the effects of teacher-child interactional synchrony on preschool-age children. This study examines the relationship between mother-child interactional synchrony and relationship quality, teacher-child interactional synchrony and relationship quality, and young children's social competence with peers. While the results of this study showed very little correlation between mother-child and teacher-child relationship variables, teacher-child relationship quality variables were found to have a significant effect on children's aggression with peers and prosocial behavior with peers.
