Teacher-Child Relationships and Early Childhood Practice

Autor/in	Fumoto, Hiroko
Titel	Teacher-Child Relationships and Early Childhood Practice
Quelle	In: Early Years: An International Journal of Research and Development, 31 (2011) 1, S.19-30 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Professional Autonomy; Teacher Student Relationship; Phenomenology; Preschool Children; Preschool Teachers; Participant Observation; Child Development; Classroom Environment; Context Effect; Intervention; Interviews; Empathy; Student Attitudes; Teacher Attitudes; Tennessee + Suchen Sie Ihr Suchwort? Berufsfreiheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Phenomenological psychology; Phänomenologie; Psychologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teilnehmende Beobachtung; Kindesentwicklung; Klassenklima; Unterrichtsklima; Interviewing; Interviewtechnik; Empathie; Schülerverhalten; Lehrerverhalten
Abstract	This phenomenological study explored how two experienced teachers interacted with children in classes of three- and five-year-olds. The aim was to further understand the nature of practice that promotes communicative teacher-child relationships. The study took place in a private preschool programme in the United States. Through once-a-week participant observations from September to December 2009 and interviews with the teachers, the study illustrated how their practice was based around valuing children's ideas, effort, space and work, and around maintaining enthusiasm towards children's and their own learning. In these processes, the study showed the importance of (1) teachers' firm understanding of the context of children's development, and their awareness of the role which they play in creating this, and (2) an environment that promotes "flow" of their practice. As the study builds on developmental systems theory, the findings highlight the ways in which contexts that support teachers' professional autonomy may influence their interactions and relationships with children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10