We know relationships matter from years of prior research. ELN researchers have expanded the field’s knowledge base in ways that can influence early childhood practice and policy by exploring different relationship patterns over time, in both rural and urban settings, including their associations with children’s social-behavioral, academic and executive function outcomes. Teacher-child relationships, parent engagement and parent-teacher relationships have been identified as being open to change or improvement through early learning practice and policy decisions. (author abstract)
Impact area: Relationships
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