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An Attachment Perspective on Dyadic Teacher-Child Relationships: Implications for Effective Practice in Early Childhood Education.

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Title: An Attachment Perspective on Dyadic Teacher-Child Relationships: Implications for Effective Practice in Early Childhood Education.
Authors: Spilt, Jantine L.1,2 (AUTHOR) jantine.spilt@kuleuven.be, Borremans, Liedewij F. N.1,2 (AUTHOR), Dieusaert, Fren1,2 (AUTHOR), Vancraeyveldt, Caroline3 (AUTHOR)
Source: Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p2961-2971. 11p.
Subject Terms: *Early childhood education, *Educational support, *Emotion regulation, *Active learning, *Interpersonal relations, *Teacher competencies, *Teacher-student relationships, Attachment theory (Psychology)
Abstract: This theoretical article linking theory and practice summarizes current understandings of the importance of teacher-child relationships and provides insights in teacher competencies, strategies, and behaviors that promote positive relationships with young children in classrooms. Drawing from attachment theory, teacher-child relationships are described as dyadic relationships encompassing attachment-based qualities. In addition, the importance of teacher-child relationships for the development of self-perceptions, trust in others, engagement and self-regulation of young children is discussed. Finally, the article outlines evidence-based strategies that foster positive teacher-child relationships, including (1) relationship building competencies, (2) play-based strategies, (3) relationship-based reflection, and (4) the necessity of school-level support. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: An Attachment Perspective on Dyadic Teacher-Child Relationships: Implications for Effective Practice in Early Childhood Education.
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Dec2025, Vol. 53 Issue 8, p2961-2971. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Attachment+theory+%28Psychology%29%22">Attachment theory (Psychology)</searchLink>
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  Data: This theoretical article linking theory and practice summarizes current understandings of the importance of teacher-child relationships and provides insights in teacher competencies, strategies, and behaviors that promote positive relationships with young children in classrooms. Drawing from attachment theory, teacher-child relationships are described as dyadic relationships encompassing attachment-based qualities. In addition, the importance of teacher-child relationships for the development of self-perceptions, trust in others, engagement and self-regulation of young children is discussed. Finally, the article outlines evidence-based strategies that foster positive teacher-child relationships, including (1) relationship building competencies, (2) play-based strategies, (3) relationship-based reflection, and (4) the necessity of school-level support. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1007/s10643-025-01874-2
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      – Code: eng
        Text: English
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        StartPage: 2961
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      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Educational support
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      – SubjectFull: Emotion regulation
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      – SubjectFull: Active learning
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      – SubjectFull: Interpersonal relations
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      – SubjectFull: Teacher competencies
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      – SubjectFull: Teacher-student relationships
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              M: 12
              Text: Dec2025
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              Y: 2025
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