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Related Experiment Video

Updated: May 22, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

Teacher-child relationships as a developmental issue.

Carlo Schuengel¹

¹Department of Clinical Child and Family Studies, VU University, Amsterdam, The Netherlands. c.schuengel@vu.nl

Attachment & Human Development

|April 28, 2012

Summary

This summary is machine-generated.

Teacher-child relationships are a key developmental issue, influencing attachment experiences. Understanding these bonds through attachment theory can improve children's development and school adaptation.

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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

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Published on: February 11, 2017

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Last Updated: May 22, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Area of Science:

Developmental Psychology
Educational Psychology

Background:

Teacher-child relationships are often viewed as part of broader developmental contexts like attachment or school adaptation.
Emerging research suggests these relationships may constitute a distinct developmental issue.

Purpose of the Study:

To explore the significance of teacher-child relationships as a unique developmental domain.
To examine how attachment theory can inform our understanding of teacher-child interactions.
To highlight the importance of focusing on teacher-child relationships for child development.

Main Methods:

Review and synthesis of existing research findings on teacher-child relationships.
Application of attachment theory principles to the context of the classroom.
Analysis of the role of teacher-child interactions in developmental trajectories.

Main Results:

Teacher-child relationships are crucial for processing attachment-related experiences.
Attachment theory provides a valuable framework for analyzing teacher-child dynamics.
The precise contribution of teacher-child relationships to attachment or sociability systems requires further investigation.

Conclusions:

Teacher-child relationships represent a significant area of child development.
Viewing these relationships as a primary developmental issue opens pathways for targeted interventions.
Further research is needed to fully delineate the relationship between teacher-child bonds and established behavioral systems.