An Attachment Perspective on Dyadic Teacher-Child Relationships: Implications for Effective Practice in Early Childhood Education

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2025-02-22 DOI:10.1007/s10643-025-01874-2

Jantine L. Spilt, Liedewij F. N. Borremans, Fren Dieusaert, Caroline Vancraeyveldt

引用次数: 0

Abstract

This theoretical article linking theory and practice summarizes current understandings of the importance of teacher-child relationships and provides insights in teacher competencies, strategies, and behaviors that promote positive relationships with young children in classrooms. Drawing from attachment theory, teacher-child relationships are described as dyadic relationships encompassing attachment-based qualities. In addition, the importance of teacher-child relationships for the development of self-perceptions, trust in others, engagement and self-regulation of young children is discussed. Finally, the article outlines evidence-based strategies that foster positive teacher-child relationships, including (1) relationship building competencies, (2) play-based strategies, (3) relationship-based reflection, and (4) the necessity of school-level support.

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这篇理论文章将理论与实践联系起来，总结了当前对师幼关系重要性的理解，并对教师的能力、策略和行为提出了见解，以促进教师在课堂上与幼儿建立积极的关系。文章从依恋理论出发，将师幼关系描述为包含依恋特质的双向关系。此外，文章还讨论了师幼关系对幼儿自我认知、信任他人、参与和自我调节能力发展的重要性。最后，文章概述了促进积极师幼关系的循证策略，包括：（1）建立关系的能力；（2）基于游戏的策略；（3）基于关系的反思；（4）学校层面支持的必要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field