Center on the Social and Emotional

Foundations for Early Learning

Project funded by the Child Care and Head Start
Bureaus in the U.S. Department of Health and
Human Services

Building Positive
Teacher-Child
Relationships

M.M. Ostrosky • E.Y. Jung

SERIES

WHAT WORKS BRIEFS

 Building Positive Teacher-
Child Relationships

This What Works Brief is part of a continuing series caregivers support young children’s social and
of short, easy-to-read, “how to” information emotional development. They include examples and
packets on a variety of evidence-based practices, vignettes that illustrate how practical strategies
strategies, and intervention procedures. The Briefs might be used in a variety of early childhood
are designed to help teachers, parents, and other settings and home environments.
them through warm, responsive, physical contact such as giving
W hile busy greeting children and preparing for the day,
the teachers heard Alan, a 4-year boy, crying in the
hallway. Every morning, Alan cried very loudly and refused
pats on the back, hugging, and holding young children in their
laps. For preschool children, teachers encourage mutual respect
between children and adults by waiting until children finish
to come into the classroom from the bus. Mrs. Hannon, the asking questions before answering them, and by encouraging
lead teacher, found herself becoming very frustrated with children to listen when others speak. In addition, teachers’ use of
Alan, and she told him to come to the classroom without positive guidance techniques (e.g., modeling and encouraging
asking why he was upset. During circle time, Alan repeat- appropriate behavior, redirecting children to more acceptable
edly kicked his feet on the carpet and did not pay attention activities, setting clear limits) helps children develop trusting
as Mrs. Hannon read a story to the group. Mrs. Hannon relationships with their teachers.
told Alan to stop kicking, but he continued kicking his feet in
the air. Exasperated, Mrs. Hannon snapped at Alan, “Stop
kicking, I have had enough. You are going to leave circle It is important for teachers to use developmentally
time. Go over there and sit on the chair. I am going to tell
and individually appropriate strategies that take into
your mom about this.” As Alan moved to the thinking chair,
he began to cry. He was very mad at Mrs. Hannon and consideration children’s differing needs, interests,
wished someone would “snuggle him” instead of yell at styles, and abilities.
him.

In developing positive teacher-child relationships, it is important

What Are Positive Teacher-Child to remember to:
Relationships?
In early childhood settings, each moment that teachers and 9 Engage in one-to-one interactions with children
children interact with one another is an opportunity to develop 9 Get on the child’s level for face-to-face interactions
positive relationships. Teachers can use a variety of strategies to
9 Use a pleasant, calm voice and simple language
build positive relationships with children. Teacher behaviors
such as listening to children, making eye contact with them, and 9 Provide warm, responsive physical contact
engaging in many one-to-one, face-to-face interactions with 9 Follow the child’s lead and interest during play
young children promote secure teacher-child relationships. 9 Help children understand classroom expectations
Talking to children using pleasant, calm voices and simple 9 Redirect children when they engage in challenging
language, and greeting children warmly when they arrive in the behavior
classroom with their parents or from the buses help establish
9 Listen to children and encourage them to listen to
secure relationships between teachers and children.
others
9 Acknowledge children for their accomplishments and
In early childhood settings, each moment that teachers effort
and children interact with one another is an
opportunity to develop positive relationships. Given the above information, if we “revisit” our hypothetical
early childhood classroom, we might observe the following
scenario:
It is important for teachers to use developmentally and individu-
ally appropriate strategies that take into consideration children’s During center time, Mrs. Hannon heard Alan crying, while
differing needs, interests, styles, and abilities. For example, with she was helping another child with an art project. Mrs.
infants and toddlers, teachers respond to their cries or other Hannon, realizing that she was again feeling very frustrated
signs of distress. Teachers let children know they care about with Alan, decided that she needed to develop some new
 challenging behaviors and higher levels of competence in
strategies when interacting with him. The next day, when
Mrs. Hannon heard Alan coming toward the classroom, school.
she went out into the hallway and bent down to his level,
greeting him warmly and smiling at him. As Alan entered Research has suggested that teacher-child
the classroom holding Mrs. Hannon’s hand, he did not cry; relationships play a significant role in influencing
he even smiled. During circle time, Alan listened to Mrs. young children’s social and emotional development.
Hannon read The Very Quiet Cricket, and he responded
when she had the class rub “their wings together” by
flapping their arms up and down in response to the book’s Who Are the Children Who Have
repeated phrase “Nothing happened, not a sound.” At the
end of the day as she considered all that had happened,
Participated in Research on Teacher-
Mrs. Hannon was pleased with how well the day went for Child Relationships?
Alan. She decided to look for resources on developing Research on teacher-child relationships has been conducted
positive relationships with young children. She found that with children from culturally diverse families in child care
affectionate behaviors (such as smiles, pats, and hugs), a settings, university preschools, family child care settings,
calm voice, and truly listening to young children help build Head Start programs, and kindergarten classrooms. Partici-
positive relationships between teachers and children. She pants have included children from European American,
realized that she was often so busy managing the group of African American, Hispanic, and Asian American families.
children that she missed the individual interactions with However, no studies indicated whether children with disabili-
them. The next day, when Mrs. Hannon saw her students ties were included. When developing relationships with
coming down the hall to enter her classroom, she stopped young children, teachers should pay attention to the cultural,
talking with her assistant teacher so she could greet each linguistic, and individual needs of the children. The impor-
child with a warm smile and welcome. During circle time, tance of adapting strategies to meet the unique needs of the
instead of giving attention to children who were not children and families in a teacher’s care cannot be overstated.
listening, Mrs. Hannon praised children who were listen-
ing and engaged in story time. Also, when Ms. Gloria, the
teaching assistant, did some finger plays with the children, Where Do I Find More Information on
Mrs. Hannon sat next to Alan. After the finger plays, Mrs. Implementing This Practice?
Hannon gave Alan a high five and told him what a great
job he did following along with the finger plays. The tone See the CSEFEL Web site (http://csefel.uiuc.edu) for additional
in the classroom felt more positive, and Mrs. Hannon felt resources.
she was using her energy to help children become engaged
in classroom activities and enjoy their time in the class- Practical information on teacher-child relationship can be found
room rather than using her energy to constantly nag and in journals such as Young Children. See the following articles
attend to challenging behaviors. and books for examples of how to develop positive teacher-
child relationships:

Why Are Positive Teacher-Child Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally
Relationships Important? appropriate practice in early childhood programs (Rev
Research has suggested that teacher-child relationships play a ed.). Washington, DC: National Association for the
significant role in influencing young children’s social and Education of Young Children.
emotional development. In studies of teacher-child relationships,
children who had a secure relationship with their preschool and Center on the Social and Emotional Foundations for Early
kindergarten teachers demonstrated good peer interactions and Learning. (2003). Promoting the social-emotional compe-
positive relationships with teachers and peers in elementary tence of children. Training modules [Online]. Champaign,
school. On the other hand, children who had insecure relation- IL: Author. Available: http://csefel.uiuc.edu/modules/
ships with teachers had more difficulty interacting with peers facilitatorguide/facilitators-guide1.pdf [2003, August 12].
and engaged in more conflict with their teachers. In addition,
research has shown that teachers’ interaction styles with children Elicker, J., & Fortner-Wood, C. (1995). Adult-child relationships
help children build positive and emotionally secure relationships in early childhood programs. Young Children, 51(1), 69-78.
with adults. For instance, teachers’ smiling behaviors, affection-
ate words, and appropriate physical contact help promote Kontos, S., Howes, C., Shinn, M., & Galinsky, E. (1995).
children’s positive responses toward teachers. Also, children Quality in family child care and relative care. New York:
whose teachers showed warmth and respect toward them (e.g., Teachers College Press.
teachers who listened when children talked to them, made eye
contact, treated children fairly) developed positive and compe- Kontos, S., & Wilcox-Herzog, A. (1997). Teachers’ interactions
tent peer relationships. Moreover, children who had secure with children: Why are they so important? Young Children,
relationships with their teachers demonstrated lower levels of 52(2), 4-12.
 http://csefel.uiuc.edu
Center on the Social and Emotional Foundations for Early Learning

We welcome your feedback on this What Works Brief. Please go to the CSEFEL Web site
(http://csefel.uiuc.edu) or call us at (217) 333-4123 to offer suggestions.

Spodek, B., & Saracho, O. N. (1994). Right from the start: Teaching children ages three to eight. Needham Heights, MA: Allyn &
Bacon.

What Is the Scientific Basis for This Practice?

For those wishing to explore this topic further, the following researchers have studied teacher-child relationships in early
childhood settings:

Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology,
34(5), 934-946.

Howes, C., & Hamilton, C. E. (1993). The changing experience of child care: Changes in teachers and in teacher-child relationships
and children’s social competence with peers. Early Childhood Research Quarterly, 8(1), 15-32.

Howes, C., Philips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in
center-based child care. Child Development, 63(2), 449-460.

Kontos, S. (1999). Preschool teachers’ talk, roles, and activity settings during free play. Early Childhood Research Quarterly, 14(3),
363-383.

Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in
children’s classroom adjustment. Development and Psychopathology, 7(2), 295-312.

Webster-Stratton, D., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and
teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 238-302.

Zanolli, K. M., Saudargas, R. A., & Twardosz, S. (1997). The development of toddlers’ responses to affectionate teacher behavior.
Early Childhood Research Quarterly, 12(1), 99-116.

This What Works Brief was developed by the Center on the Social and Emotional Foundations for Early Learning.
Contributors to this Brief were M. M. Ostrosky and E. Y. Jung.

This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health
and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily
reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations
imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.

Building Positive Teacher-Child Relationships

WHAT WORKS BRIEFS