The Preschool Instructional Context and Child–Teacher Relationships

Howes, C., Fuligni, A. S., Hong, S. S., Huang, Y. D., & Lara-Cinisomo, S.

From the abstract: "The purpose of this article is to examine how dimensions of the preschool instructional context predict child–teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional context included the classroom instructional climate and teacher instructional strategies with individual children. Measures of child–teacher relationships included both observed and teacher-perceived child–teacher relationship quality. Our findings suggest that aspects of classroom instructional context do influence child–teacher relationships. Children are more likely to have secure, positive relationships with teachers who are more skilled at setting up appropriate classroom environments and giving children high-quality feedback to stretch their emerging knowledge and skills... These data provide preliminary support for the notion that high-quality early education can and should develop children's academic skills in a context that is deeply rooted in positive and supportive social interactions."

Available here.

Citation: Howes, C., Fuligni, A. S., Hong, S. S., Huang, Y. D., & Lara-Cinisomo, S. (2013). The preschool instructional context and child–teacher relationships. Early Education and Development, 24, 273-291.
DOI: 10.1080/10409289.2011.649664