Enhancing Development and Learning through Teacher-Child Relationships

Autor/inn/en	Gallagher, Kathleen Cranley; Mayer, Kelley
Titel	Enhancing Development and Learning through Teacher-Child Relationships
Quelle	In: Young Children, 63 (2008) 6, S.80-87 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Young Children; Child Development; Teacher Student Relationship; Skill Development; Interpersonal Competence; Infants; Toddlers; Preschool Children; Elementary School Students; Developmental Stages; Classroom Environment + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima
Abstract	How to be in a relationship may be the most important "skill" children ever learn. While many teachers acknowledge their importance in helping children learn early academic and social skills, they sometimes underestimate the value of their personal relationships with children as supports for children's healthy development and learning. This article reviews research on relationships between young children (birth to age 8) and their teachers, with the goal of offering research-proven strategies teachers can use to develop and sustain high-quality relationships with children at each stage of early childhood. This article considers the unique qualities and influences of teacher-child relationships for infants and toddlers, preschoolers, and primary-age children and provides ideas for how teachers can reflect on and enhance relationships in their daily classroom routines. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10