The first major purpose of this paper is to show the ways in which teachers can benefit from research and the application of research findings to classroom interactions with children. The second major purpose is to examine research findings on the quality and characteristics of teachers' interactions with children by looking at findings on teachers' verbal statements, cultural variations in children's and parents' orientation, arrangements of learning environments, and the ways in which subject matter is understood by children who are actively involved in learning. Sections of the discussion focus on: (1) teacher behavior as a form of learning that affects the child; (2) teachers' efforts to help children interpret their own efforts and relate to peers in the classroom; (3) learning and language and attitudinal differences among various cultures; (4) the classroom learning environment; and (5) subject matter as an area of knowledge for young children. Concluding remarks focus on the need for teachers to replenish themselves in the daily process of working with children. (RH)