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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
Language: English
Authors: McNally, Shelley (ORCID 0000-0002-0603-5218), Slutsky, Ruslan
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
FullText Text:
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  Data: Teacher-Child Relationships Make All the Difference: Constructing Quality Interactions in Early Childhood Settings
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  Data: <searchLink fieldCode="AR" term="%22McNally%2C+Shelley%22">McNally, Shelley</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0603-5218">0000-0002-0603-5218</externalLink>)<br /><searchLink fieldCode="AR" term="%22Slutsky%2C+Ruslan%22">Slutsky, Ruslan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2018 188(5):508-523.
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  Data: 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
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Q+Methodology%22">Q Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+Theory%22">Grounded Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
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  Data: 10.1080/03004430.2017.1417854
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  Data: 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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      – Text: English
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Q Methodology
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