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Kinds of Relationships of Preschoolers to Their Teacher

Young children first experiencing the learning environment form relationships with their teachers at a variety of levels. The preschool student is accustomed to learning from his parent, who serves as the core of the child's world until the child enters an educational institution. With the parent absent from the preschool classroom, the teacher, for a time at least, is the central figure of the child's existence, with the preschooler-teacher relationship leading a new phase in the child's life.
  1. Support Figure

    • Preschoolers grow accustomed to turning to their parents for emotional and psychological support, as well as physical safety. The preschool teacher takes on the support role for the young child first going to school. Support means that the teacher not only ensures that the environment is a safe place to learn, but that the child can talk to another authority figure that can be trusted in times of insecurity, fear or confusion. Moreover, support also means that the teacher will support the child's efforts to achieve goals, overcome obstacles and continue to grow as a student.

    Source of Knowledge

    • While the teacher's job is to instruct, the preschooler also looks to the teacher as a source of knowledge about everything -- from the ABCs to why the sky is blue. This type of relationship naturally grows as the student develops trust for the teacher and feels that she can pose any problem -- both educational and personal -- to the teacher and get an answer.

    Moral Guide

    • Although most teachers do not overtly teach morality in the classroom as lessons, they do teach moral behavior through several avenues. As examples, teachers develop classroom rules insisting that students respect one another in the classroom, and they counsel students who are caught telling lies when needed. In addition, teachers build their students' moral attitudes through demonstrating what is right and wrong in their own behavior, with most students attempting to model their behaviors after their teacher's.

    Authority Figure

    • Any parent who has raised a preschool child knows that when the child enters preschool, he will often come home and challenge a parent's authority with rules that he has learned for the classroom. For example, the preschooler may suggest that if someone wishes to talk at the dinner table, he or she must raise a hand. Or, if a parent interrupts the child while talking, the parent must go in time out. This is the result of the preschooler-teacher relationship that the child has established with the teacher at school and that serves as the basis for the child's behavior throughout his educational career.

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