Early Childhood Teacher-Student Interactions: Global Perspectives in Turbulent Times

Dear Colleagues,

Five years on from the COVID-19 pandemic shuttering schools worldwide, many questions remain about the long-term effects of widespread turbulence—isolation, trauma, economic instability, and social, and political unrest—on young children’s learning and development. Although the pandemic formally ended in the spring of 2023, most children in early childhood classrooms today have only known a world recovering from widespread adversity. This has posed significant challenges for early childhood educators, while also opening the door to pedagogical innovation and greater flexibility (Jamil & Siddiqi, 2023). To move forward, it is essential to synthesize emerging insights from diverse global contexts on how early childhood classroom practices have evolved in recent years and what educators and students need to thrive.

There is broad consensus in the literature that high-quality teacher–student interactions are critical drivers of learning and development in early childhood classrooms. Substantial evidence also indicates that these interactions can be reliably observed and can consistently reflect the core dimensions of emotional, instructional, and organizational support across diverse cultural and contextual settings (Hofkens, Pianta, & Hamre, 2023). Positive teacher–student interactions have the potential to mitigate the negative effects of social and structural challenges in early education—challenges that were both revealed and intensified during the pandemic and in the years that followed. Contemporary research on high-quality teacher–child interactions can equip early childhood educators with the tools and strategies that are responsive to the times.

The aim of this Special Issue is to compile and disseminate a cohesive collection of high-quality research on teacher–student interactions in early childhood classrooms from around the world to inform early childhood policy and practice during a time of heightened global instability. Possible research questions may include, but are not limited to, the following:

• How has the quality of teacher–child interactions in early childhood classrooms changed over the past decade?
• To what extent have high-quality teacher–child interactions buffered children from the adverse effects of social and economic instability?
• How are teacher–student interactions evolving in early childhood settings that are increasingly shaped by technology?
• How have policymakers and practitioners responded to rising levels of educator burnout, and what impact has this had on the quality of classroom processes?
• What new professional development needs have emerged for educators working with young children who have experienced trauma?
• In what ways has engagement with families and communities influenced teacher–student interactions following remote learning experiences?
• What measurement research and assessment tools are still needed to support effective early childhood teacher-student interactions?

We welcome empirical and conceptual submissions from a broad range of disciplines, theoretical perspectives, and methodological orientations. 

References:

Hofkens, R., Pianta, R.C., & Hamre, B. (2023). Teacher-Student Interactions: Theory, Measurement, and Evidence for Universal Properties That Support Students’ Learning Across Countries and Cultures. In Maulana, R., Helms-Lorenz, M., & Klassen, R. Effective Teaching Around the World (399-422). Springer.

Jamil, F., & Siddiqi, J. (2023). Public education in turbulent times: Innovative strategies for leadership and learning. Palgrave MacMillan.

Dr. Faiza M. Jamil
Dr. Robert C. Pianta
Guest Editors

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• teacher-student interactions
• early childhood education
• proximal processes
• classroom interactions
• classroom observation
• process quality
• teacher effectiveness