A Matter of Trust: Connecting Teachers and Learners in the Early Childhood Classroom

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Teachers College Press, 2002 - Education - 169 pages
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Increasingly, teachers report that the young children who enter their classrooms are difficult to manage. This perception is supported by alarming statistics on the number of children growing up in difficult life circumstances. In this volume, the authors draw on their experiences as a developmental psychologist and as a teacher educator to provide ways for teachers to create positive child-teacher relationships and classroom climates.

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Understanding Attachment Organizations and Their Role in the Classroom
Teacher Behaviors and Classroom Organizations that Foster Trusting ChildTeacher Relationships
The Teacher the Child and the Whole Classroom of Children Creation and Preservation of the Community
Ending Thoughts
About the Authors

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Page 154 - Howes, C., & Wu., F. (1990). Peer interactions and friendships in an ethnically diverse school setting. Child Development, 61, 537-541.
Page 158 - The Preschool Behavior Questionnaire: A Useful Index of Behavior Problems in Elementary School-Age Children', Canadian Journal of Behavioral Science, 19: 86-100.
Page 158 - TomlinsonKeesey, & K. Widaman (Eds.), Studying lives through time: Approaches to personality and development (pp. 315-342). Washington, DC: American Psychological Association. Sroufe, LA, Egeland, B., & Carlson, EA (in press). One social world.
Page 154 - Howes, C., Unger, O., & Seidner, L. (1989). Social pretend play in toddlers: Social pretend play forms and parallels with solitary pretense. Child Development, 60, 132.

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About the author (2002)

Carollee Howes, Ph.D., is the director of the Center for Improving Child Care Quality, Department of Education, and a professor of the Applied Developmental Psychology doctorate program at the University of California, Los Angeles. Dr. Howes is an internationally recognized developmental psychologist focusing on children's social and emotional development. She has served as a principal investigator on a number of seminal studies in early child care and preschool education, including the National Child Care Staffing Study; the Family and Relative Care Study; the Cost, Quality, and Outcomes Study; and the National Study of Child Care in Low Income Families.

Dr. Howes has been active in public policy for children and families in California as well as across the United States. Her research focuses on children's experiences in child care, their concurrent and long-term outcomes from child care experiences, and child care quality and efforts to improve child care quality. Dr. Howes is the editor of "Teaching 4- to 8-Year-Olds: Literacy, Math, Multiculturalism, and Classroom Community" (Paul H. Brookes Publishing Co., 2003) and the coeditor of "The Promise of Pre-K" (Paul H. Brookes Publishing Co., 2009) and "Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States" (Paul H. Brookes Publishing Co., 2011).

Sharon Ritchie has been in the field of education for 25 years

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