This current study on kindergarteners’ socio-emotional behavior indicates that relationships between children and teachers in preschool settings play a prominent role in the development of children’s social and emotional competencies. Specifically associations between children’s socio-emotional behaviour with peers, during play and verbal communication and the two specific characteristics of their teacher-child relationships, conflict and closeness were examined in a sample of 124 children, 4-5 years old, of middle socioeconomic status who
attended the various state-run nursery schools in Athens. Conflict was positively associated with hostile aggression and negatively associated with complex play and verbal communication. Closeness was positively associated with social behaviours, complex play and verbal communication and negatively associated with social withdrawal and hostile aggression.