Developmental trajectories of early teacher–child relationships among Chinese children: Predictors and associations with child outcomes

The present study used Latent Class Growth Modeling to identify distinct teacher–child relationship trajectories among 59 teachers and 566 children in Chinese preschools. We also tested how identified profiles were associated with children's characteristics (as predictors and outcomes). Four trajectories were identified: two supportive (High Quality–Stable and Low Quality–Improving Trajectory) and two at-risk (High Conflict–Stable and High Quality–Deteriorating Trajectory). Boys, children with lower socioeconomic status, and with higher externalizing behavior were more likely to display at-risk relationship trajectories. At-risk trajectory membership predicted more externalizing behaviors and lower math skills. Early interventions may be needed to reduce negative teacher–child dynamics. • Four patterns of relationship trajectories were identified. • Two patterns appear at-risk: High Conflict–Stable and High Quality–Deteriorating. • Boys and children with low SES and high externalizing problems were at-risk. • Children on negative trajectories had poorer math skills and behavioral adjustment.