Good Education Questions Critical Thinking Example

Meaningful relationships between children and teachers are significant due to a number of reasons. First and foremost, through these relationships, learners get a chance to open up to their teachers about any issues and challenges they might be experiencing in the learning context or at home. Secondly, through these relationships, teachers get to know their students better hence, develop strategic interventions to handle them. This improves a child’s chances of success in the learning context. Furthermore, through these relationships, the child improves in his/her academic engagement while displaying good classroom conduct so that they are not criticized by the teacher (McIntyre, 87). Meaningful student-teacher relationships allow children into the learning process by promoting their desire to learn.
It is fundamental that families develop meaningful relationships with teachers. First, through these relationships, the families have a chance of knowing the child better from a reliable, valuable and additional source. This is because; the teacher spends more time with the child and can easily not his/her behavior through social interaction. In addition, the child’s emotional health is promoted as the relationship develops a rich environment that acts as a model for positive relationships with other people (McIntyre, 86). Through these relationships, families can also help their children deal with complex challenges that have long-lasting consequences.
Childhood staff benefit from their relationship with families in a number of ways. Through these relationships, the staff gets to know the kind of children they are dealing with better by generating information from the families in a positive environment. In addition, through these relationships, the staff can share vital information about the child with his/her family. Moreover, through these relationships, the staff can jointly develop intervention measures with families to handle various challenges in a child’s life. These include but not limited to learning problems and anti-social behavior (McIntyre, 84).

Work Cited

McIntyre, L. Laura, et al. The transition to kindergarten: Family experiences and involvement. Early Childhood Education Journal. 35, 83–88. 2007. Print