ABSTRACT The present study aimed to investigate the associations between teachers’ observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children’s social competence in autumn and again in spring, using the Multisource Assessment of Social Competence Scale (MASCS), which produced sum scores for cooperating skills, empathy, impulsivity, and disruptiveness. Consistent with the transactional model, we specified reciprocal (auto-regressive and cross-lagged) relationships within a Multilevel Structural Equation Models (MSEM) framework. The results showed that higher quality of emotional support in preschool autumn was related to more prosocial behaviours typical of the classroom during spring of the preschool year. Children’s antisocial behaviours typical of the preschool classroom were not associated with quality of emotional support or vice versa. The results emphasize the importance of responsive and sensitive classroom interactions in promoting prosocial behaviours.

中文翻译：

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与学前班学生社交能力相关的教师情感支持

摘要本研究旨在调查芬兰学龄前儿童（6岁）在教师观察到的情绪支持与社会能力之间的关联。在整个学年中，使用“课堂评估评分系统Pre-K”在47个学前班教室中两次观察了情感支持的质量。教师使用社交能力多源评估量表（MASCS）对孩子的社交能力进行了秋季和春季评分，该评分产生了合作技能，同理心，冲动和破坏性的总分。与事务模型一致，我们在多层结构方程模型（MSEM）框架内指定了相互的（自回归和交叉滞后）关系。结果表明，学龄前秋季较高的情感支持质量与学龄前春季教室中更多的亲社会行为有关。学龄前教室典型的儿童反社会行为与情感支持的质量无关，反之亦然。结果强调响应和敏感的课堂互动在促进亲社会行为中的重要性。