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<p>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.</p>

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

  • 期刊论文

  • 发表日期：

    2025年2月22日

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

摘要

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.