Teacher–child relationships as a developmental issue

Abstract

Teacher–child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher–child relationships to argue that teacher–child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is not clear whether teacher–child relationships themselves add to the attachment behavioral system or to the sociability behavioral system. The research demonstrates that attachment theory offers a useful template for understanding the role of teacher–child relationships in development. Listing teacher–child relationships among main developmental issues for today's children puts the spotlight on avenues for improving teacher–child relationships.

Keywords:

• teacher–child relationship
• attachment
• developmental theory
• sociability
• socio-emotional development