Child Care and Early Education Research Connections

Skip to main content

A closer look at teacher-child relationships and classroom emotional context in preschool


Children’s early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher–child relationships and classroom interactions are both important aspects of children’s early classroom experiences, but they are not typically considered together in studies of early childhood classrooms. The bioecological model suggests that both uniquely impact children’s development. The objective of this study was to examine the joint impact of individual teacher–child relationships reported by the teacher and observed classroom interactions to identify associations between these and children’s outcomes. (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Impact area: Classroom experiences & learning opportunities

Fact Sheets & Briefs

Predictors of preschoolers’ classroom engagement: Teacher–child interactions, teacher–child relationships, and child’s self-control

Reports & Papers

Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children

Reports & Papers
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT