Teacher-Child Relationships at the Forefront of Effective Practice

Autor/inn/en	Gallagher, Kathleen Cranley; Mayer, Kelley
Titel	Teacher-Child Relationships at the Forefront of Effective Practice
Quelle	In: Young Children, 61 (2006) 6, S.44-49 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Stellungnahme; Familiarity; Caregiver Child Relationship; Teacher Student Relationship; Classroom Environment; Behavior Problems; Learning Problems; Infants; Toddlers; Interpersonal Competence; Preschool Children; Young Children; Elementary School Students + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Lernproblem; Infant; Toddler; Toddlers; Kleinkind; Infants; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit
Abstract	This article reflects on what it means for teachers to put relationships with children as the priority in their practice. The authors focus on four themes that they believe are at the heart of a good relationship: (1) recognition; (2) familiarity; (3) respect; and (4) commitment. "Recognition" is acknowledging another person's presence and preferences. "Familiarity" refers to deeper knowledge of a person's abilities, preferences, contexts, and history, including the important people in his or her life. "Respect" involves treating a person as a highly valued individual, consistent with how one wants to be valued by others. Finally, "commitment" demonstrates an intent to remain in a relationship with a person. They developed these themes through examining research on close relationships. The authors conclude that relationships with children, regardless of age, develop one at a time, over time. Each relationship is precious. Teachers build relationships with children by recognizing, respecting, gaining knowledge about, and making a commitment to each child. A good teacher-child relationship may be even more valuable for children with behavior and learning challenges, so teachers need to learn which children need more of their attention and time. The very good news, the authors say, is that the investment of attention and time in service of building a relationship is never wasted. When teachers support children's learning to recognize, respect, know, and commit to others, they are supporting development of the most essential social skills--those that develop and maintain relationships. (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://www.journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10