Children's ability to adjust to the social rules and expectations in the educational environment is of major concern to researchers and practitioners alike. Accordingly, the main purpose of the present study was to examine predictors of children's social functioning in kindergarten with a specific focus on (a) maternal factors; and, (b) children's social cognition. Using a multi-method (self-reports and direct assessments), multi-informant (child, mother, teacher) design, we collected data from 306 kindergarten children and their mothers tapping the mother's social cognitions (general and child-related) and parenting style, and children's social cognition (social information processing) and functioning in kindergarten. We found direct associations between the mother and child's social cognitions, between the mother's authoritarian parenting style and her child's less competent social cognition and behavior, and between the child's social cognition and social functioning. Finally, as hypothesized, we found a number of interesting mediated effects. Most notably, we found that the association between the mother's social cognition (her tendency to attribute hostile intent to unknown others) and the child's social cognition (his/her tendency to generate less competent responses) is fully mediated by the mother's higher levels of authoritarian parenting style. The important theoretical and clinical implications of our findings are discussed.

Background: This study aims to explore children’s social information processing (SIP) as an ex-planatory mechanism in the link between parent-child relationship and children’s learning diffi-culties; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children’s learning difficulties and school achievements. Children’s SIP was assessed with the social information processing interview – preschool version (3) Results: Mother and father relationship quality with the child associated with children’s SIP, however, only the father's but not the mother's quality of relationship with the child was associ-ated with children’s learning difficulties and school achievements. Children’s SIP mediated this latter link; (4) Conclusions: Parents’ relationship quality with the child and children’s SIP are pertinent factors in children’s learning in the early years. The father-child relationship seem to be a strong determinant of children approach to learning and achievement and may have long last-ing effect on children's mental health