The Impact Of Teacher Child Relationship On Academic...

Introduction Given the state and momentum of development in preschool education in emerging economies, precisely; China, Taiwan, Brazil, Malaysia (REF) and the world at large (REF), matters and issues related to the interaction and relationship between preschoolers and practitioners: caregivers and teachers have seen tremendous interests and concerns (REF) in recent times. Mass of empirical findings from research studies have underscored the impact of teacher-child relationship on academic achievement, social development and the development of cognitive abilities of children, making it an imperative rather than a choice in preschool education. According to (REF) positive teacher-child relationship permits pupils and teachers to undertake teaching and learning in a safe and secured learning environments. It serves as a means to scaffold children potentials for important social, behavioural and academic skills (Baker et al., 2008). O’Connor, Dearing, Collins, (2011) corroborates this with suggestions that, teachers are mentors and their supports to students in the learning environment can positively determine to a considerable degree, the extent of social and academic outcomes/ achievement of students, which is linked to a long-term trajectory of the goals and aims of the school and eventually, an important area regarding employment. In the same vein, (Hamre Pianta, 2001) asserts in a comprehensive terms that, preschool classrooms are oftentimes supportive and conduciveShow MoreRelatedNo Child Left Behind Act1737 Words   |  7 PagesFirst, what is the achievement gap? According to the achievement gap in education refers to systematic variances in the ability to learn between students from majority populations and students from minority populations. 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