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ERIC Number: EJ917385
Record Type: Journal
Publication Date: 2011-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0957-5146
Teacher-Child Relationships and Early Childhood Practice
Fumoto, Hiroko
Early Years: An International Journal of Research and Development, v31 n1 p19-30 Mar 2011
This phenomenological study explored how two experienced teachers interacted with children in classes of three- and five-year-olds. The aim was to further understand the nature of practice that promotes communicative teacher-child relationships. The study took place in a private preschool programme in the United States. Through once-a-week participant observations from September to December 2009 and interviews with the teachers, the study illustrated how their practice was based around valuing children's ideas, effort, space and work, and around maintaining enthusiasm towards children's and their own learning. In these processes, the study showed the importance of (1) teachers' firm understanding of the context of children's development, and their awareness of the role which they play in creating this, and (2) an environment that promotes "flow" of their practice. As the study builds on developmental systems theory, the findings highlight the ways in which contexts that support teachers' professional autonomy may influence their interactions and relationships with children.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee