Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools

Abstract

In the 21st century, preschools (also known as ECD centres in my dissertation) have taken on a heightened responsibility to ensure that young children from birth to four years old receive quality learning. The relationship between the teacher and the toddler plays a pivotal role in effective learning and development. Teacher-child relationships are identified by two elements, namely, reciprocity and responsiveness. The purpose of this study was to explore the reciprocal and responsive relationships between teachers and toddlers in Dibber preschools in South Africa. This study was guided by a conceptual framework that integrates Maslow’s hierarchy of needs, Bertram, Pascal and Saunders’ sensitivity, stimulation, and autonomy theory, Vygotsky’s sociocultural theory, specifically scaffolding as well as the sense of belonging theory. This study adopted convenience and purposive sampling to generate data from three ECD teachers and six toddlers. It made use of a qualitative research methodology and I implemented a case study research design. Data was generated using semi-structured interviews and observations. The findings revealed that effective approaches to practising sensitivity, stimulation and autonomy may enable toddlers to learn and develop more effectively as they will have the love and support they need to make use of all the learning opportunities that the teachers provide. Many ECD teachers’ seldomly practice effective reciprocal and responsive relationships, thus this study played a significant role in addressing how ECD teachers can adapt their teaching practices to ensure effective reciprocal and responsive relationships are induced. Additionally, the findings are important as they will generate good practices that other ECD teachers can utilise to create and maintain effective reciprocal and responsive relationships within their classroom environment.