Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings

ABSTRACT

High-quality teacher–child relationships provide protective and supportive environments that provide social support for children to engage in curriculum and take risks that result in overall school success (Buyse, Verschueren, & Doumen, 2011; Pianta & Stuhlman, 2004). Teachers have the potential to use their relationship as a tool for helping children succeed in school (Birch & Ladd, 1997). Through training and awareness of specific beliefs, teachers would be more informed about what to focus on as they attempt to establish relationships with young children that support cognitive and emotional development, self-regulation, and school adjustment and social skills. Children, especially those at risk for developing poor-quality relationships with teachers, could benefit as teachers become more aware of the important connection between positive emotional climate and academic success.

KEYWORDS:

• Word
• teacher–child relationship
• relationship quality
• discipline
• secure base
• teacher beliefs

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Shelley McNally has been in the field of early childhood education for 19 years. She is currently an Assistant Clinical Professor and Executive Director of Education Programs at the Jean Tyson Child Development Study Center at the University of Arkansas.

Ruslan Slutsky is a professor of early childhood education at the University of Toledo. His research interests include technology, play, and early childhood quality.

ORCID

Shelley McNally http://orcid.org/0000-0002-0603-5218