Children learn social and emotional competence through socialization. Traditionally, research has focused attention on the role of Parents in this process; however, teachers also play an important part. The purpose of this study was to examine the social and emotional competence of preschool African American children and the role teachers and mothers play in supporting these competencies. Teachers who labeled children's emotions as positive and were responsive to them created a positive emotional classroom climate. Children in such classrooms were observed to engage in more social competence behaviors. Mothers who provided positive behavioral strategies for their children were also more likely to be emotionally responsive. Surprisingly, these positive behaviors were not related to their children's competence behaviors at school. The relative contribution of mothers' and teachers' behaviors to African American children's observed social and emotional competencies at school and the implications of this research are described.
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