Open Access Graduate Research Paper
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
Master of Arts in Education
Department of Curriculum and Instruction
Division of Early Childhood Education
Jill M. Uhlenberg
Charles R. May
1 PDF file (30 leaves)
©2009 Michelle Tuttle
Tuttle, Michelle, "Teacher-Child Relationships in Early Childhood Classrooms" (2009). Graduate Research Papers. 1641.