Teacher-Child Relationships Make All the Difference: Constructing Quality Interactions in Early Childhood Settings
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| Title: | Teacher-Child Relationships Make All the Difference: Constructing Quality Interactions in Early Childhood Settings |
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| Language: | English |
| Authors: | McNally, Shelley (ORCID |
| Source: | Early Child Development and Care. 2018 188(5):508-523. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Teacher Student Relationship, Early Childhood Education, Preschool Teachers, Preschool Children, Measures (Individuals), Rating Scales, Teacher Attitudes, Beliefs, Q Methodology, Interviews, Observation, Grounded Theory, Discipline, Classroom Techniques, Trust (Psychology), Questionnaires |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale |
| DOI: | 10.1080/03004430.2017.1417854 |
| ISSN: | 0300-4430 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2018 |
| Accession Number: | EJ1173242 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2017.1417854 |
