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

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. [ABSTRACT FROM AUTHOR]

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