Preschool Teacher-Child Relationships: Constructs and Measures Used in Empirical Research

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

The quality of teacher-child relationships influence children’s everyday learning, peer relationships, and the trajectory of their future school experiences. Positive teacher-child relationships provide children with security and support leading to increased academic confidence and positive peer interactions. Young children at risk for emotional/behavioral disabilities, however, may have difficulty forming positive relationships with others.

Purpose
When children form relationships with teachers in which their interactional and emotional needs are met, children are more likely to self regulate their behavior and have meaningful social interactions with others (Williford, Whittaker, Vitiello, & Downer, 2013). Children might also view school in a positive way and establish friendships with peers when a close relationship with their teacher is in place (Hamre & Pianta, 2006).

Most studies examining teacher-child relationships have been conducted with school age children who are typically developing (Eisenhower, Baker, & Blacher, 2007). In order to better understand the dynamic of the teacher-child relationship, there is a need to extend these studies to include preschool aged children. Stemming from a larger review which examined how preschool teacher-child relationships affect social skills and challenging behavior for young children with or at risk for social, emotional, and behavioral disabilities, the purpose of this descriptive, systematic review is to determine which constructs and measures have been used to examine preschool teacher-child relationships.

Author

• Tiffany McMonigle, University of Florida