Closeness and conflict in teacher-child relationships in preschool: the role of child personality types

Abstract

ABSTRACT The positive impact of warm and supportive relationships between children and preschool teachers on children’s development has been highlighted in many studies. However, research gaps exist regarding the prediction of teacher-child relationships in preschool. In particular, little is known about associations between child personality and relationships with preschool teachers, although previous evidence indicates links between personality and social relationships in general. The study aims to address this research gap and identifies associations between child personality types and teacher-child relationships by using a sample of 163 children attending 65 preschool classes in Austria. After controlling for child and teacher characteristics, the results show that preschool teachers perceived less closeness with children characterized as ‘overcontrollers’ and ‘undercontrollers’ compared to children described as ‘resilients’. Furthermore, the preschool teachers perceived their relationships as more conflictual with ‘undercontrollers’ compared to ‘resilients’ and ‘overcontrollers’. Considering children's personality types seems to be important to improve teacher-child relationships.