The Perceptions of Pre-School Teachers and Pupils about the Type of their Relationship

Abstract

This paper attempts to study the perceptions of pre-school teachers and their pupils about the type of relationship between them. The survey sample consisted of 228 individuals: 216 pre-school children and 12 kindergarten teachers. The perceptions of children and teachers on the type of relationship between them were drawn from individual interviews and questionnaires. The results show that in the majority of cases the teachers consider their relationships with children to be characterized by intimacy, trust and proximity rather than by disagreement. Preschool children perceive their relationships with teachers as support and autonomy-based relationships.