Internalizing symptoms, including depressive and anxious symptoms, are among the most common mental health concerns for young children. In middle childhood, children who experience more frequent internalizing symptoms tend to also experience more negative relationships with their teachers. Less is known about how children's depressive and anxious symptoms are associated with teacher-child relationship quality in early childhood. The few studies of these associations in early childhood present mixed findings on the directionality of these associations. To address these mixed findings in early childhood, the current study used autoregressive latent trajectory models with structured residuals to examine four conceptual models of the concurrent and prospective associations between children's depressive and anxious symptoms and teacher-child dependency and conflict, including concurrent, child-driven, relationship-driven, and transactional models. Participants were 428 children (49.1% girls, M_age = 4.09 years, SD = 0.32) assessed in the fall and spring of preschool and kindergarten. Children's symptoms of depression and anxiety were related to the concurrent quality of teacher-child dependency and conflict, supporting the concurrent model. Children who experienced increased depressive and anxious symptoms across preschool and kindergarten, relative to their peers and their own average experiences, tended to also experience more dependent and conflictual relationships with their teachers.

内化症状，包括抑郁和焦虑症状，是幼儿最常见的心理健康问题。在童年中期，经历更频繁内化症状的孩子往往也与老师有更多的负面关系。关于儿童的抑郁和焦虑症状如何与儿童早期的师生关系质量知之甚少。对儿童早期这些关联的少数研究对这些关联的方向性提出了不同的发现。为了解决儿童早期的这些混合发现，目前的研究使用具有结构化残差的自回归潜在轨迹模型来检查儿童之间并发和前瞻性关联的四个概念模型。并发、子驱动、关系驱动和事务模型。参与者是 在学前班和幼儿园的秋季和春季评估的428 名儿童（49.1% 的女孩， M_年龄 = 4.09 岁，SD = 0.32）。儿童的抑郁和焦虑症状与师生依赖和冲突的并发质量相关，支持并发模型。相对于同龄人和他们自己的平均经历，在学前班和幼儿园经历过抑郁和焦虑症状增加的儿童，往往也与老师有更多的依赖和冲突关系。