Child Care and Early Education Research Connections

Skip to main content

Preschool children’s observed interactions with teachers: Implications for understanding teacher-child relationships


This study provides a descriptive examination of the quality of individual children’s interactions with their teacher as a basis for understanding one source of information theorized to inform children’s and teachers’ perceptions of their relationships with each other. Children’s dyadic interactions with teacher, including their positive engagement, communication, and conflict, were observed across a large and racially/ethnically diverse sample of 767 preschool children (M = 4.39 years) at three time points in the year. (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.

Teachers' perceptions of teacher-child relationships: Links with children's observed interactions

Reports & Papers

Teachers’ Knowledge of Effective Teacher-Child Interactions Scale


Teacher preparation and teacher-child interaction in preschools

Fact Sheets & Briefs
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT