Research documents that young children in high-quality teacher–child relationships experience better school adjustment and are more engaged in learning. Yet, many American kindergarten (age 5) teachers report spending less time on relationship building and children’s social and emotional development given pressure to have students reading and writing fluently by the end of the school year. In an attempt to better understand the dilemma facing today’s American kindergarten teachers, the principal investigator chose to re-enter the field while on sabbatical from her position as professor at a 4-year university. Through the use of qualitative methods and participant observation, she collected data in a variety of ways. Results revealed attempts to intentionally plan for relationship building and integrate relationship building into the academic curriculum. The teacher also built relationships with students by capitalizing on small moments and following the lead of the children. The study has a variety of implications for practitioners and for future research.

中文翻译：

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在当今的幼儿园教室中建立牢固的师生关系：关注机遇与障碍

研究文件表明，处于良好师生关系中的幼儿可以更好地进行学校适应，并更加参与学习。然而，许多美国幼儿园（5岁）的老师报告说，由于在到学年末之前要求学生流利地读写的压力，他们在建立人际关系和孩子的社交和情感发展上花费的时间更少。为了更好地理解当今美国幼儿园老师所面临的困境，首席研究员选择了在四年制大学任职的休假期间重新进入该领域。通过使用定性方法和参与者观察，她以多种方式收集了数据。结果表明，有意计划建立人际关系并将人际关系纳入学术课程的尝试。老师还善于利用小片刻的时间并跟随孩子们的带领，与学生建立关系。该研究对从业者和未来的研究具有多种含义。