CHILDRENS RELATIONSHIPS WITH PEERS - DIFFERENTIAL ASSOCIATIONS WITH ASPECTS OF THE TEACHER-CHILD RELATIONSHIP

Associations between children's social competence with peers and diffe rential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated w ith hostile aggression and positively with complex peer play and grega rious behaviors. Prosocial behaviors and withdrawing behaviors were as sociated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile agg ression. Positive toddler teacher socialization was associated with hi gher perceived peer acceptance. Preschool teacher negative socializati on was negatively associated with complex peer play, teacher ratings o f hesitancy, friendly enactment, and accidental attribution and positi vely related to teacher ratings of difficulty.