Long-Term Effect of Early Relationships for African American Children’s Academic and Social Development: An Examination From Kindergarten to Fifth Grade

Abstract

This study investigates the extent to which the quality of the relationships between African American children and their mothers and teachers in kindergarten predict academic and social development during elementary school years using the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. The role of prior center care and the ethnicity of the kindergarten teacher were also examined as moderators. Hierarchical linear modeling indicated that a close relationship with mothers during kindergarten predicted children’s academic skill on standardized achievement tests and mother-rated social skills, whereas a close relationship with the kindergarten teachers predicted mother- and teacher-rated social skills and teacher-rated behavior problems. Teacher ethnicity moderated the association between conflict with the kindergarten teacher and subsequent behavior problems. The possible implications of these findings for African American children’s academic and social success are discussed.

Keywords

African American mother-child relationship teacher-child relationship academic achievement social skills

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