The Impact of Parent-Child Communication on Young Children's Social-Emotional Competence: The Moderating Role of Teacher Support

Abstract

To examine the impact of parent-child communication on the social-emotional competencies of 3- to 6-year-old preschoolers and the moderating effect of teacher support, this study employed a questionnaire survey method. A sample of 278 preschoolers, their parents, and teachers from four kindergartens in Qingdao was selected, and SPSS was used to conduct hierarchical regression and simple slope analysis. The results showed that: (1) parent-child communication significantly and positively predicted young children's social-emotional competencies; (2) teacher support played a significant moderating role between the two variables, exhibiting both compensatory and facilitative effects. The study indicates that the home and kindergarten systems jointly influence young children's social-emotional development, providing guidance for home-school collaboration practices.