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Related Experiment Video

Updated: Feb 5, 2026

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Does early executive function predict teacher-child relationships from kindergarten to second grade?

Rachel D McKinnon1, Clancy Blair1,

  • 1Department of Applied Psychology, New York University.

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Summary

Early executive function (EF) skills predict kindergarten teacher-child relationships, with verbal intelligence mediating these effects. Stronger EF skills correlate with better teacher relationships, impacting classroom engagement.

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Area of Science:

  • Child Development
  • Educational Psychology
  • Neuroscience

Background:

  • Teacher-child relationships are crucial for classroom engagement and academic success.
  • Individual child factors influencing these relationships remain under-explored.
  • Executive function (EF) and externalizing behaviors are key developmental areas.

Purpose of the Study:

  • To investigate executive function (EF) as a predictor of teacher-child relationships.
  • To examine the mediating roles of externalizing behavior, verbal intelligence, and academic achievement.
  • To understand the long-term impact of early child factors on classroom dynamics.

Main Methods:

  • Longitudinal study of 1,292 families from low-SES, rural communities.
  • Assessment of EF at 48 months, verbal intelligence and academic achievement at prekindergarten.
  • Parental reports of externalizing behaviors and teacher reports of teacher-child relationships from kindergarten to second grade.

Main Results:

  • Early EF positively predicted kindergarten teacher-child closeness and negatively predicted conflict.
  • Verbal intelligence mediated the link between EF and both closeness and conflict.
  • EF remained a significant predictor of conflict, but not closeness, when controlling for verbal intelligence.

Conclusions:

  • Children's early executive function skills are vital for establishing positive teacher relationships.
  • Verbal intelligence plays a mediating role in the EF-teacher relationship association.
  • These findings highlight the importance of self-regulation for classroom engagement in low-SES children.