A recent study has shown that young children’s academic skills were stronger when they had positive, sensitive, supportive teachers. This ‘relationship’ factor seemed to matter more than standard measures of ‘quality’ such as class size or educational levels of the teachers.

“Using a sample of more than 2,400 4-year-olds in 671 pre-K classrooms in 11 states, researchers at the University of Virginia found that minimum standards for classrooms—including teachers’ field of study, their level of education, and the teacher-to-child ratio—were not associated with children’s academic, language, and social development.

Instead, academic and language skills were stronger when children received greater instructional support, such as feedback on their ideas and encouragement to think in more complex ways. And children’s social skills were more advanced when teachers showed more positive emotions and were sensitive to children’s needs.” (Linda Jacobson, Education Week, published online on May 15, 2008)

This raises an issue that we all know intuitively, and it is summed up in the old addage, “You get more bees with honey than you can with vinegar.” However, we tend to downplay these ‘intangibles’ because they cannot be measured or quantified easily.

For parents, this means that it is important to get a ‘feel’ for your child’s school and his or her teachers and consider the implications for the relationship that your child will have with his or her teacher.  As a parent, you can help facilitate a positive and supportive relationship with those who teach your young child by:

1. Offering support to the teacher so that she understands that you are invested in the school and the education of your child (this can take a variety of forms – do not feel as if you have to be available as a regular classroom volunteer to convey this support).

2. Asking thoughtful questions about what is going on in class. This will give you insight into your child’s day, and it will also let the teacher know that you are thinking about various aspects of your child’s education such as socialization, work schedule, and nutrition (just to name a few).

3. Backing off a bit when things seem to be moving along smoothly. As a teacher I remember that I and each and every one of my colleagues had ‘that parent’ who was always hovering or hounding about something. Unless there is a valid and ongoing concern, the parent who is perceived as overbearing is negatively affecting his/her child’s relationship with the educator. Remember, most teachers are sensitive to their students’ needs, know their curriculum, and communicate well with parents. Do not enter into the relationship expecting less.

Also, look for ways to enrich the school curriculum with extracurricular activities. Recently, I registered my son for a county-sponsored arts program focused on Chinese calligraphy during the semester he learned about Ancient China in school. Opportunities such as this are abundant, and never has it been easier than in today’s ”www” world to find out what is going on in your town.

Heather