Family Functioning and Preschool Children’s Social–Emotional Competence: Sequential Mediation by Parent–Child and Sibling Relationships

Background This study examined whether family functioning is associated with preschool children’s social–emotional competence and whether parent–child and sibling relationship quality help explain this association, including a potential cascade across family subsystems. Methods Parents of 837 children aged 3 to 5 years from five kindergartens in southern China completed questionnaires assessing family functioning, parent–child relationship quality, sibling relationship quality, and children’s social–emotional competence. Regression and mediation analyses were conducted to test direct and indirect pathways, including a sequential pathway from parent–child relationship quality to sibling relationship quality. Results Stronger family functioning was associated with higher levels of children’s social–emotional competence. Parent–child relationship quality and sibling relationship quality were each positively associated with children’s social–emotional competence and each accounted for an indirect pathway linking family functioning to children’s outcomes. In addition, a sequential pathway was supported in which better family functioning was linked to a more positive parent–child relationship, which was in turn linked to a more positive sibling relationship and, ultimately, higher social–emotional competence. Conclusions Findings suggest that preschool children’s social–emotional development is related not only to the overall family climate but also to interconnected relationships within the family. Family-based efforts that strengthen communication and problem solving while supporting warm, responsive parent–child interactions and constructive sibling relationships may help promote social–emotional competence during the preschool years.