Abstract
Teacher-child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher-child relationships to argue that teacher-child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is not clear whether teacher-child relationships themselves add to the attachment behavioral system or to the sociability behavioral system. The research demonstrates that attachment theory offers a useful template for understanding the role of teacher-child relationships in development. Listing teacher-child relationships among main developmental issues for today's children puts the spotlight on avenues for improving teacher-child relationships. © 2012 Copyright Taylor and Francis Group, LLC.
Original language | English |
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Pages (from-to) | 329-336 |
Number of pages | 8 |
Journal | Attachment and Human Development |
Volume | 14 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2012 |