The Impact of Preschool Quality on Peer Relationships at First Grade with Teacher-Child Relationships as a Mediator
Type of Degreethesis
Human Development and Family Studies
MetadataShow full item record
Previous research has documented associations between preschool quality and children’s peer relationships as well as the effect of teacher-child relationship quality on peer relationships. Multiple regression models were fit to determine the effects that three domains of preschool quality - structural, process and physical - had on two domains of peer relationships - peer acceptance and friendship quality. Additionally, teacher-child relationship quality was examined as a possible mediator of this association. Finally, interaction terms were created to determine the moderating effect of child gender and teacher-child relationship quality on these associations. Group size, caregiver years of experience, and physical quality had significant effects on peer acceptance, and years of experience was mediated by teacher-child relationship quality. There were no associations between preschool quality and friendship quality. Importantly, teacher-child relationship quality significantly predicted peer acceptance but not friendship quality. Finally, neither teacher-child relationship quality nor child gender were significant moderators of these associations.