Web Resources: Teacher Child Interactions

Title: Extending the Dance, Relationship-Based Approaches to Infant/Toddler Care and Education

Description: The relationship dance can provide, delivers important elements for successful infant development.



Title: Caring Relationships, the Heart of Early Brain Development 

Description: Within the last 30 years, we have learned that early brain development is directly influenced by babies' day-to-day interactions with their caregivers. This article explores the specific effects of these early relationships in children from birth to age 3. 



Title: Developing Social Competency in Young Children 

Description: Social Competency is a set of skills that provide children with the tools and abilities to successfully navigate the world around them. Developing Social Competency in Young Children looks at the seven Cs of social competence-communication, community building, coping, confidence, conflict resolution, control, and curiosity. 



Title: Powerful Interactions, How to Connect with Children to Extend Their Learning

Description: In early childhood settings, children and teachers interact all day long. The benefits to everyone -teachers and children- will be huge if just some of those "everyday" interactions can become intentional and purposeful interactions. 



Title: Big Questions for Young Minds, Extending Children's Thinking

Description: Questions are powerful tools, especially in the classroom. Asking rich, thoughtful questions can spark young children's curiosity and illuminate a whole new world of possibility and insight. 



Title: How Effective Child-Teacher Interactions Can Impact Learning 

Description: Imagine that you are a child walking into a classroom for the first time. Think about how you might feel? Are you scared? Confused? Excited? What happens in those early moments in the classroom has the potential to shape your feelings about being there - and perhaps about school in general. What if the teacher is busy with other children and doesn't notice you? What if you start to cry the teacher tells you that you are too old to cry? How might you feel about having to go back the next day? 




Title: Critical Competencies for Infant Toddler Educators 

Description: Caring for infants and toddlers requires a holistic approach. Educators play an important role in supporting and nurturing child development. This publication focuses on the educator-child relationship and the impact in which these relationships have on the child. 



Title: Building Positive Teacher-Child Relationships 

Description: This What Work Brief is part of the continuing series of short, easy-to-read, "how-to" information packets on a variety of evidence-based practices, strategies, and intervention procedures. The briefs are designed to help, teachers, parents, and other caregivers support young children's social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. 



Title: Improving the Quality of Parent-Teacher Interactions in an Early Childhood Classroom 

Description: Quality parent-teacher interactions promote positive relationships and valuable sharing of information (e.g. Endsley and Minish 1991; Ingvarsson and Hanley 2006), outcomes that affect parent satisfaction (Winklestein 1981) and may also contribute to child development. Supportive relationships between families and educators facilitate child learning and decrease problem behavior (e.g., Fiese etal. 2006). Identifying ways to build positive relationships by promoting positive parent-teacher interactions in early childhood settings is a worthwhile endeavor. Unfortunately, these interactions occur infrequently during natural opportunities, such as morning drop-off in child care centers ( Perlman and Fletcher 2012). To address this issue, we taught teachers to initiate quality interactions with parents by using a 12-step task analysis. We developed training procedures that are easy to implement in a busy child care setting and would be acceptable to teachers that participate in the training. 



Title: A Systematic Review of Teacher-Child Interactions With Multilingual Young Children 

Description: Teacher-child interactions are the most important factor that determines the quality of early childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher-child interactions the multilingual children are exposed to, and of how they differ from teacher-child interactions of monolingual children.