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Session Type: Paper Symposium
There is growing evidence that suggests teacher-child relationships support the development of children’s academic and social-emotional skills, yet little work on how relationships form for children from diverse linguistic and racial backgrounds or how classroom characteristics shape the formation of these relationships during the preschool and elementary school years. Given that young children spend most of their school day within a single classroom, teacher-child relationships may be particularly important in the early years of schooling. There is a need to examine how contextual factors influence the quality and impact of teacher-child relationships and better understand the impact of these relationships for all children. This symposium examines classroom and child characteristics that contribute to teacher-child relationships in the early years of schooling.
The first paper uses a racialized lens to examine classroom quality and teacher-child relationships for children of color compared to white children. The second paper seeks to understand how relational conflict and closeness vary across the school year for children who are multilingual and children who speak only English. Finally, the third paper considers both individual and classroom-level experiences. This paper examines how the benefits of teacher-child relationships vary based on classroom quality.
When taken together, these papers explore how contextual factors influence children’s relationships with their teachers. The symposium increases our understanding of the teacher-child relationships children experience in a variety of contexts. These insights can be applied to support educator understanding and strengthen teacher-child relationships, which may lead to improvements in children’s school experiences and classroom outcomes.
Examining Child-Teacher Relationships and Classroom Quality Across Racial Groups - Presenting Author: Iheoma U Iruka, HighScope Educational Research Foundation; Non-Presenting Author: Susan Sheridan, University of Nebraska-Lincoln; Non-Presenting Author: Lisa Knoche, University of Nebraska-Lincoln; Non-Presenting Author: Amanda Witte, University of Nebraska-Lincoln
Early Teacher-Child Relationships and Behavioral Adjustment of Multilingual Children - Presenting Author: Anna Rhoad-Drogalis, The Ohio State University; Non-Presenting Author: Robin C. Sayers, The Ohio State University; Non-Presenting Author: Laura Justice, The Ohio State University; Non-Presenting Author: Tzu-Jung Lin, Ohio State University; Non-Presenting Author: Jessica Logan, The Ohio State University; Non-Presenting Author: Kelly M Purtell, The Ohio State University
Classroom Interactions, Teacher-Child Relationships, and Children’s Early Learning in Preschool - Presenting Author: Arya Ansari, The University of Virginia; Non-Presenting Author: Tutrang Nguyen, University of Virginia; Non-Presenting Author: Jessica Whittaker, Center for Advanced Study of Teaching and Learning, University of Virginia; Non-Presenting Author: Bob Pianta, University of Virginia; Non-Presenting Author: Virginia Vitiello, University of Virginia; Non-Presenting Author: Erik Ruzek, University of Virginia