The moderating role of the teacher-child relationship in the association between peer rejection and language competence in early childhood education

Background

Early language competence is an important predictor of children's academic and social success, as it underpins cognitive, communicative, and interpersonal skills.

Aims

In the present study, the relation between peer rejection and language competence was investigated in early childhood education. In addition, it was assessed whether the teacher-child relationship moderates this relation.

Sample(s)

In total, N = 328 children and seventeen teachers participated in the study. Children went to Dutch primary schools and were aged four to six years.

Methods

The extent to which children were rejected by peers was measured with a nomination procedure and children's level of language competence was assessed with a subscale of the Nijmegen Test for Pragmatics. The teacher-child relationship was measured by two subscales of the Student-Teacher Relationship Scale, indicating the level of teacher-child closeness and teacher-child conflict.

Results

Outcomes of multilevel analyses demonstrated that peer rejection is related to language competence for below-median levels of teacher-child closeness (not above-median) and for above-median levels of teacher-child conflict (not below-median).

Conclusions

These findings extend previous research into the relation between peer rejection and language competence and indicate the need of investigating both teacher-child – and peer relationships to better understand their joint influence on language development.