Important Evidence Highlights the Meaning of Teacher-Child Relationships for Child Development. Commentary on: 'Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care'

In this commentary, Sagi-Schwartz evaluates the article by Beckh and Becker-Stoll (2016) on attachment relationships with non-parental caregivers and how it may contribute to public child care. Beckh and Becker-Stoll first describe important background about research on early parent-child relationships, and how their nature and quality might affect future development of competencies in various areas. Important evidence is presented to highlight the meaning of such relationships for the future of healthy development in children. Sagi-Schwartz states that, although attachment theory has been shown to concur most powerfully with parents, there is still some evidence that non-parental care might also have formative significance. Underscoring the significance of teacher-child relationships is important for two reasons: first, when they are positive and sensitive, better teacher-child relations are likely to be fostered, and stronger academic motivation and better academic achievements to be facilitated in children. Second, when they are negative and less sensitive, they might become a risk factor for children, especially those growing in less favorable and more toxic environments. These have important implications for public and educational policies, including various intervention programs that might help promote teachers' sensitivity. [For "Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care," see EJ1142033.]