Relationships in early childhood education - beyond the professional into the personal within the teacher-child dyad: relationships ‘that ripple in the pond.’

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Abstract

The dyadic nature of the teacher-child relationship is recognized as a significant factor in young children’s learning experiences. Less is known about how teachers’ own personal and professional identities and experiences influence their construction of teacher-child relationships. This article extends upon previous studies by exploring the concept of a networked dimension of teachers’ personal relationships and how they inform their perceptions of their relationships with children within a dynamic system. Through the interpretation of four teachers’ life history narratives and utilizing the lens of development systems theory, we present original insights regarding how they understand their personal and professional relationships with children. We illuminate how teacher’s lives are open, networked and overlapping in nature and that there are implications for teacher’s initial education and professional development.
Original languageEnglish
Pages (from-to)88-101
Number of pages14
JournalEarly Child Development and Care
Volume188
Issue number2
Early online date9 Sep 2016
DOIs
Publication statusPublished - 1 Feb 2018

Keywords

  • teacher-child relationships
  • Developmental Systems theory
  • early childhood education
  • developmental systems theory
  • Teacher–child relationships

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