In order to promote a strong foundation in the early years, it is to remember that parents, caregivers and teachers are young children's primary advocates and their roles are significant in optimizing early learning experiences. The purpose of this study is to understand how caregivers' perceptions influence and contribute to infant-caregiver dyad relationships, particularly in non-biological relationships, in an infant classroom. Participants included six caregivers and six infants. The caregivers were made up of one lead teacher, three assistants and two interns. Two questionnaires, one Pre-questionnaire and one Postquestionnaire, were used to collect the data and survey the caregivers' perceptions and background experiences. Two groups of relationship emerged during the analysis, a weak and a strong group with noticeable trends in their interactions. The results suggested that the quality of the infant- teacher relationships was influenced by the teachers' perceptions of the infants' temperament and their biases.
|Commitee:||Grenot-Scheyer, Marquita, Kim, Simon, Pattnaik, Jyotsna, Piker, Ruth|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/03M(E), Masters Abstracts International|
|Subjects:||Early childhood education|
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