Positive classroom interactions : the impact of teacher-child relationships on teaching and learning in an early years setting

Abstract

This study made use of a qualitative research method namely a narrative approach to provide an understanding of stories relating to positive teacherchild interactions that developed around daily occurrences within a kindergarten classroom which consisted of 15 five-year olds as participants. The aim of the study was to explore the impact of teacher-child relationships on teaching and learning in an early years classroom. The study was conducted over two scholastic terms. While the researcher, who adopted the role of teacher-researcher, investigated her own practice, a reflective journal was kept to record the stories or anecdotes through which meaningful learning opportunities took place. The two main themes that emerged from the study were a nurturing and supportive environment and learning dispositions. Findings indicate sufficient evidence that not only reflective practice plays an important role in the teaching and learning process but also the teacher’s disposition to understand and know each child better, using this knowledge and awareness to plan and design meaningful learning experiences that are relevant to the children in his/her classroom. The positive teacher-child relationship was instrumental in enabling the teacher to adopt appropriate pedagogical strategies that motivate and engage each child to learn.