May 2019

In this issue, we'll focus on one of the crosscutting themes that is being studied by several Early Learning Network research teams: teacher-child relationships. Discover what we're learning about the relationships individual children form with their teachers, and the implications for children's success as they transition from pre-K to third grade and beyond. Educational stakeholders also share their thoughts on the importance of developing supportive teacher-child relationships in the early years of schooling.

Teacher-Child Relationships

Emerging theme: Teacher-child relationships - Early... Early teacher-child relationships lay the groundwork for creating supportive learning environments as children transition from pre-K to elementary school and beyond. Several of the Early Learning Network's nationwide studies are examining... Read more earlylearningnetwork.unl.edu

In an effort to bring in new and diverse voices, we're reaching out to stakeholders across the Early Learning Network's study sites — parents, teachers, school administrators, policymakers and others — and inviting them to share their perspectives on the emerging themes that are growing from the research. These individuals are either using the network's research in practice or can speak to its relevance. This month, stakeholders share their thoughts on the importance of developing supportive teacher-child relationships.

School Administrator

Anneliese Johnson Principal A. Sophie Rogers School for Early Learning Columbus, Ohio Anneliese Johnson is partnering with ELN on The Ohio State University 's research study. We asked her to reflect on why teacher-child relationships are important to better understand: "More research and resources are needed to support teachers in how to build positive early relationships with children, especially those experiencing poverty and trauma associated with poverty.  Strong relationships and understanding between teachers, children and families may help to alleviate preschool expulsions and guide more appropriate classroom management.  It is important to examine early education relationships, particularly for children who are at-risk, as factors that could contribute to better school outcomes overall."

School Coordinator

Jorja Brazda-Witters Early Childhood Coordinator Omaha Public Schools Omaha, Nebraska Jorja Brazda-Witters is partnering with ELN on the University of Nebraska-Lincoln's research study. We asked her to reflect on what we need to know about teacher-child relationships in order to help students succeed: "Teaching through the lens of the children's background and experiences deepens and extends learning.  When teachers understand and honor each child's family culture and recognize the significance of each culture to the school community, children and their families are respected and welcomed. This further builds trust and relationships since all partners are equal in their support of children's growth and learning. We must create awareness among all educators that strong social-emotional bridges among teachers, children and their families are an important link in establishing children's potential to achieve."

The Early Learning Network, funded by the Institute of Education Sciences , leverages its expertise, resources and geographic diversity to help close the achievement gap and maintain early learning success as children transition from preschool to third grade. Together, network researchers from universities and organizations across the U.S. are examining current policies and practices, identifying malleable factors associated with early learning and achievement and developing tools to assess early learning instruction, interactions and environments. Learn more at earlylearningnetwork.unl.edu.

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