The study is to synthesize the studies of teacher-child relationships and child development through meta-analysis. Research papers included unpublished master’s theses, doctoral dissertations, and journals total of 93 from 2013 to 2022 (36 unpublished master’s theses, doctoral dissertations, and 57 journals). The effect size of the intimacy teacher-child relationship and child development was large (ES=.443). The effect size of boys was more significant than other groups. The effect size of the teacher rater was more significant than that of the infant rater, and Pianta's scale (1991) showed the highest effect size. The effect size of conflict in teacher-child relationships and child development showed medium (ES=-.379). The effect size of the teacher rater was negatively larger than that of the infant rater. The effect size of Cheon's scale (2012) showed a negatively significant effect size. The effect size of dependence in teacher-child relationships and child development was small (ES=-.131), but the effect sizes depending on the moderating variables were not significant. This study is meaningful because it examined the effect size of the relationship between intimacy, conflict, dependence in teacher-child relationships, and child development and how the effect sizes change depending on the moderating variables.