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Report: Building Positive Teacher-Child RelationshipsCategoriesEDUCATION, early childhood, BEHAVIOR INTERVENTION, positive behavior interventions and supports AreasPRACTITIONER:group practice and professional learning, PRACTITIONER:teaching design and practices AuthorsM.M. Ostrosky, E.Y. Jung Published2004 PublisherCenter on the Social and Emotional Foundations for Early Learning, Vanderbilt University AbstractThis What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that teachers and children interact with one another is an opportunity to develop positive relationships. Teachers can use a variety of strategies to build positive relationships with children. Teacher behaviors such as listening to children, making eye contact with them, and engaging in many one-to-one, face-to-face interactions with young children promote secure teacher-child relationships. Talking to children using pleasant, calm voices and simple language, and greeting children warmly when they arrive in the classroom with their parents or from the buses help establish secure relationships between teachers and children. Files |
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