Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Beliefs | 1 |
| Classroom Techniques | 1 |
| Discipline | 1 |
| Early Childhood Education | 1 |
| Grounded Theory | 1 |
| Interviews | 1 |
| Measures (Individuals) | 1 |
| Observation | 1 |
| Preschool Children | 1 |
| Preschool Teachers | 1 |
| Q Methodology | 1 |
| More ▼ | |
Source
| Early Child Development and… | 1 |
Author
| McNally, Shelley | 1 |
| Slutsky, Ruslan | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Student Teacher Relationship… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcNally, Shelley; Slutsky, Ruslan – Early Child Development and Care, 2018
High-quality teacher-child relationships provide protective and supportive environments that provide social support for children to engage in curriculum and take risks that result in overall school success (Buyse, Verschueren, & Doumen, 2011; Pianta & Stuhlman, 2004). Teachers have the potential to use their relationship as a tool for…
Descriptors: Teacher Student Relationship, Early Childhood Education, Preschool Teachers, Preschool Children
