The Preschool Instructional Context and Child-Teacher Relationships

Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict childteacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional context included the classroom instructional climate and teacher instructional strategies with individual children. Measures of childteacher relationships included both observed and teacher-perceived childteacher relationship quality. Our findings suggest that aspects of classroom instructional context do influence childteacher relationships. Children are more likely to have secure, positive relationships with teachers who are more skilled at setting up appropriate classroom environments and giving children high-quality feedback to stretch their emerging knowledge and skills. Practice or Policy: These data provide preliminary support for the notion that high-quality early education can and should develop children's academic skills in a context that is deeply rooted in positive and supportive social interactions.