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ERIC Number: EJ1145101
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0957-5146
Exploring Pedagogical Relationships in the Context of Free Play
Hall-Kenyon, Kendra M.; Rosborough, Alessandro A.
Early Years: An International Journal of Research and Development, v37 n3 p326-337 2017
Early childhood advocates agree that positive teacher-child relationships are critical to classroom quality. Much research has emphasized quantifiable teacher characteristics and child outcomes without fully capturing the complexity of these relationships. Drawing on extensive classroom observations, two video-recorded free play sessions and teacher interviews, this study explored some of the ways that preschool teachers create and maintain positive relationships, with emphasis on how they care for the children: their ways of "being with" and "for" them. The results of this study provide practical examples for building and sustaining teacher-child relationships, help delineate the complexity of the relationships that exist in preschool classrooms and demonstrate the everyday ways in which those relationships are foundational for children's learning and development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A