The effect of individual and class-level teacher-child interactions and peer acceptance on behavior development in kindergarten: A three-wave longitudinal study

The present study examined the effect of individual and class-level teacher-child interactions and peer acceptance on the development of externalizing, internalizing and prosocial behaviors in kindergarten. Research has established the importance of these three interpersonal antecedents in the development of children. However, there is a lack of studies that examine their effects together.

Publication year:2016

Accessibility:Open