Teacher Practices and Interaction Patterns
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In many ways, a teacher or caregiver’s behavior and interaction patterns are as important to children’s social and emotional development as any materials or activities in the classroom (California Department of Education, 2018; Copple & Bredekamp, 2009; Gallagher & Mayer, 2006; Willis & Schiller, 2011). In general, regardless of the age of children, teachers support social and emotional or affective development by building high-quality relationships with them. The specific characteristics of teacher-child interactions will vary over time and by age as teachers get to know their children, become familiar with them as individuals, establish mutual trust and respect, and commit to a long-term relationship with each child and family (Gallagher & Mayer, 2006).
Teacher behaviors that promote high-quality relationships include:
- Using words and body language that show affection and interest for individual children
- Responding promptly to children in distress
- Engaging in personal interaction or conversation with each child daily
- Recognizing and acknowledging individual and group accomplishments
- Respecting children’s need or desire for privacy
- Respecting children’s need or desire to finish an activity
- Providing children with a number of choices or directions that are manageable for their age
- Waiting to see if children can solve a problem independently before intervening
- Using positive language (I need you to . . . can you please . . . ) to convey expectations (rather than ‘no, don’t’, etc.) (Gestwicki, 2011)