Preschool teachers' perceptions about relationships with students (teacher-child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and…

This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and…

The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative…

Links between children's attachment security with mothers and fathers, assessed in Strange Situation with each parent at 15 months ("N" = 101), and their future behavior problems were examined. Mothers and fathers rated children's behavior problems, and children reported their own behavior problems at age 8 ("N" = 86). Teachers…

In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process,…

This study identified correlates and developmental antecedents that distinguish popular-aggressive elementary school children from other youth. Drawing on the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1022), popular-aggressive children were identified through teacher ratings over…

This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking…

Examined academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. Suggests that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior…

Used new administration procedure of Self Description Questionnaire to assess dimensions of young children's self-concept in a multicohort-multioccasion study. Found that the scale's reliability and stability improved with age and from one year to the next. Gender differences were stable over age. Time 1 teacher ratings contributed to the…