Maternal, Teacher, and Child Care History Correlates of Children's Relationships with Peers

Abstract

Mother and teacher correlates of social competence with familiar and unfamiliar peers in 84 children who entered child care at three different times are examined. Social competence at age 4 was assessed with both familiar and unfamiliar peers. Relationships with both initial and 4-year-old teachers were related to social competence with peers. Maternal attachment relationships at 12 months and at 4 years did not predict social competence with peers.

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships

“…This is consistent with previous studies, suggesting the quality of children's relationship with their mothers was unrelated to prosocial behavior, when the effect of the teacher-child relationship is considered (Howes et al, 1994;Kienbaum et al, 2001;Mitchell-Copeland et al, 1997). In these previous studies, the absence of associations between the mother-child relationship and children's prosocial behavior was attributed to a context effect (Howes et al, 1994;Kienbaum et al, 2001;Mitchell-Copeland et al, 1997). As in previous studies, the current study failed to confirm a direct association between the mother-child relationship and children's prosocial behavior.…”

“…Even though our findings showed the teacher-child relationship to be significantly associated with children's prosocial behavior, the association between mother-child relationships and children's prosocial behavior was non-significant. This is consistent with previous studies, suggesting the quality of children's relationship with their mothers was unrelated to prosocial behavior, when the effect of the teacher-child relationship is considered (Howes et al, 1994;Kienbaum et al, 2001;Mitchell-Copeland et al, 1997). In these previous studies, the absence of associations between the mother-child relationship and children's prosocial behavior was attributed to a context effect (Howes et al, 1994;Kienbaum et al, 2001;Mitchell-Copeland et al, 1997).…”

“…However, this finding cannot be attributed to a context effect as our results were based on a multi-informant perspective of prosocial behavior, combining scores from mother, father and teacher. Therefore, the current study further clarifies the relative contributions of mother-and teacher-child relationships to prosocial behavior, suggesting that the absence of a direct link between the mother-child relationship and child prosocial behavior cannot be attributable to a context effect as was the case in previous studies (Howes et al, 1994;Kienbaum et al, 2001;Mitchell-Copeland et al, 1997).…”

“…However, some studies investigated the role of mother-and teacher-child relationships in child prosocial behavior (Howes, Matheson, & Hamilton, 1994;Kienbaum, Volland, & Ulich, 2001;MitchellCopeland, Denham, & Demulder, 1997). These studies showed a significant association between the quality of the teacher-child relationship and children's prosocial behavior, but not between the mother-child relationship and children's prosocial behavior (Howes et al, 1994;Kienbaum et al, 2001;Mitchell-Copeland et al, 1997). Kienbaum et al (2001) suggested the existence of a context effect to explain these results.…”

An Examination of Attachment Status of Preschool Children

“…Howes (1999) suggested that more than one caregiver may be able to assume the role of attachment figures for a child. Studies by Howes et al indicated that a secure attachment relationship with a professional caregiver compensated an insecure attachment relationship with the mother (Howes, Rodning, Galuzzo, & Myers, 1998) and security of attachment to the babysitter was more effective than child-mother attachment security in predicting the child's social competence (Howes, Matheson, & Hamilton, 1994). Barnas and Cummings (1994) found in their study that children were able to form attachment to caregivers who provide them regular care.…”