Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Teacher-student relationships
Abstract
The purpose of this review was to evaluate the existing evidence of child and teacher relationships in early childhood settings on children's academic performance. Relationships were examined between parent and child, childcare provider and child, and teacher and child. Parent-child and teacher-child relationships are interrelated. The relationships interact with one another and influence the way a child develops. Children found with quality parent and teacher relationships were better able to concentrate, explore the environment, and ask adults for help. Research also found that quality activities in the classroom promoted strong teacher-child relationships. Two types of instruction, direct instructions and child-centered, were consistently used within the classroom and helped to foster teacher-child relationships resulting in a child's academic success.
Year of Submission
2009
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
Department
Division of Early Childhood Education
First Advisor
Jill M. Uhlenberg
Second Advisor
Charles R. May
Date Original
2009
Object Description
1 PDF file (30 leaves)
Copyright
©2009 Michelle Tuttle
Language
en
File Format
application/pdf
Recommended Citation
Tuttle, Michelle, "Teacher-Child Relationships in Early Childhood Classrooms" (2009). Graduate Research Papers. 1641.
https://scholarworks.uni.edu/grp/1641
Comments
If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with the URL.