THE PARTICULARITIES OF TEACHER-CHILD RELATIONSHIP THAT SUPPORTS SOCIO-EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN
THE PARTICULARITIES OF TEACHER-CHILD RELATIONSHIP THAT SUPPORTS SOCIO-EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN

Summary/Abstract: The development of preschooler`s socio-emotional skills depends, on the one hand, on the personalfactors of the child (as temperamental, motivational and even cognitive factors) and on the other hand onthe quality of the two primary social backgrounds of the child ( amily and kindergarten). Socio-emotionallearning begins in the first year of life, under the influence of parental educational practices. The impactthat family emotion socialization has on the emotional and social development of the child can beobserved and modeled in the context of formal educational actions in the kindergarten. Here, the mostimportant factor for the socio-emotional development is the relationship between the educator and thechild. Recent studies highlight the fact that socio-emotional development is favored by a complex ofcharacteristics of child-teacher interaction, known under the heading "emotional support to students".This study presents ways to investigate the quality of the educator-child relationship, carried out in thecontext of a broader research aimed at exploring the role of certain intrapersonal factors of the educatoron the socio-emotional development of the child. The presented tool was built based on the ClassroomAssessment Scoring System developed by Pianta, La Paro, & Hamre in 2008, and aimed at measuringthose characteristics of the relationship between educator and children that could especially influence thechildren socio-emotional intelligence. These characteristics are organized on several variables: theteacher's responsiveness to the child's needs (if he/she identifies and responds to these needs), an openattitude towards the child's own perspective, the absence of negativity, the assurance of the sense ofsecurity and the state of mood. The constructed instrument has a broader implication in assessing earlyeducation quality and also, in supporting a reflexive professional development.

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