Related Experiment Video
Updated: Mar 21, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
Published on: September 19, 2019
Teacher-child relationships in early childhood education and care: Implications for bullying and externalizing
Marie Aurora Nordahl1, Tracy Vaillancourt2, Mari Vaage Wang3
1Department of Special Needs Education, Faculty of Education, University of Oslo, Oslo, Norway.
Abstract:
This study examined associations between teacher-child relationships in early childhood education and care (ECEC) and in Grade 2 with bullying and emotional and behavioral problems in Grade 2, using data from the Norwegian Mother, Father and Child Cohort Study (MoBa; N = 7,478, 50.2% boys). Data were collected between 2011 and 2017, and race and ethnicity data were not collected. In ECEC, conflictual teacher relationships at age 5 were positively correlated with bullying victimization and emotional and behavioral problems, while closeness was negatively associated with both outcomes. At age 8, similar results were found for teacher-child relationships and child outcomes. Longitudinally, higher teacher-child conflict in ECEC (age 5) was related to higher bullying behavior and emotional and behavioral problems at age 8. Results highlight the importance of teacher-child relationships in early childhood for children's emotional and behavioral problems and social development.
Related Concept Videos
Bullying
Relationship with Other Adult Family Members and Siblings
Relationship with Parents: Attachment
Conduct Disorder
Social Foundations of Self II: The Generalized Other
Socioemotional Experience and Gender Development

