Teacher Child Interactions
I have worked with children for the past eighteen years, and one of the most important lessons I have learned is the power of strong teacher–child interactions. Research and practice consistently show that children who experience positive, responsive relationships with their teachers demonstrate stronger social skills and fewer symptoms of anxiety, depression, and social withdrawal (Hamre & Pianta, 2001; Mashburn et al., 2008). In contrast, high-conflict teacher–child relationships have been linked to lower social skills, particularly in the areas of responsibility, cooperation, self-control, and assertiveness.
For many years, I assumed this understanding was universal among educators. However, during my thirteen years in leadership and management roles, I discovered that teacher–child interaction is often overlooked. Even more concerning, many educators do not make the connection between the quality of their interactions and children’s behavioral challenges or learning delays. This gap became such a significant concern that the Office of Head Start introduced a structured observation and support tool focused specifically on teacher–child interaction: the Classroom Assessment Scoring System, commonly referred to as CLASS.
When I first heard about CLASS, I assumed it was something new being introduced to the field. What I quickly realized, however, was that CLASS simply brings intentional focus to practices that effective teachers should already be using every day, building warm relationships, supporting emotional safety, and engaging children in meaningful conversations that promote thinking and learning (Pianta, La Paro, & Hamre, 2008).
As I began utilizing this tool in classrooms, one concern stood out clearly: many teachers struggle to sustain ongoing, meaningful conversations with children. The importance of asking open-ended questions is often underestimated, even though these questions play a critical role in language development and cognitive growth. Questions that only allow for “yes” or “no” responses limit opportunities for children to explain their thinking, expand vocabulary, and deepen understanding (Dickinson & Porche, 2011).
Children learn best when they are actively engaged, when their ideas are valued and their voices are heard. Rich teacher–child interactions challenge children to think, reflect, and communicate what they know. These moments strengthen not only academic skills but also confidence, emotional regulation, and social competence.
Strong teacher–child interactions do not develop automatically. Educators need ongoing professional development, coaching, and reflective practice to build and sustain these skills. As professionals, we must recognize that how we interact with children matters just as much as what we teach.
Until next time, I encourage educators to engage with students intentionally, create space for meaningful dialogue, and allow children the time they need to express their thoughts. When we truly listen, we support learning, connection, and long-term success.
References
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., … Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Manual: Pre-K. Baltimore, MD: Paul H. Brookes Publishing.
