Abstract
SUMMARY This study investigates teachers' perceptions of teacher-child relationships in nursery schools. 10 nursery school teachers and their relationships with a total of 143 children (M = 3 years 8 months) were examined on two occasions: (1) during the first term, and (2) during the third term, of a school year. Teachers' perceptions were assessed by the Student-Teacher Relationships Scale (STRS; Pianta, 1992). The results suggest that teachers' perceptions of the quality of teacher-child relationships are closely associated with the way they make judgments about the progress of the children's development, and in particular that children's emotional security, as observed in the classroom, may predict the levels of their teachers' perceived closeness with them.
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