“There’s a reason why the researchers focus exclusively on methods to improve what they call ‘relationship-based care practices’ in infant and toddler care. There’s a great deal of research that illustrates the importance of warm, supportive relationships between caregivers and young children. Receiving sensitive, responsive caregiving is linked to positive cognitive and behavioral outcomes later in life, including for babies deemed at-risk based on early neurodevelopmental screening.”
“When pre-K for three- and four-year-olds is discussed, it’s taken as a given that students should have a consistent teacher throughout the year with whom they can build a warm, supportive relationship in order to enhance their learning. Science increasingly tells us this is also true for infants and toddlers. While infant and toddler care doesn’t generate the same amount of debate as pre-K it’s time to follow the research and move towards practices that will strengthen the very first stages of the birth to third grade continuum.”
“When It Comes to Infant-Toddler Care and Development, It’s All About the Relationships,” by Aaron Loewenberg, New America’s EdCentral blog, November 7, 2016
Eye on Early Education is a blog of Strategies for Children, an organization that works to ensure that Massachusetts invests the resources needed for all children, from birth to age five, to access high-quality early education programs that prepare them for success in school and life. The blogger, 
eyeonearlyeducation.org 
It is vital for us to remember that it is all about the relationships with 3 and 4 year olds also. And these relationships must be extended to the parents. Tantrums, early social troubles, defiance, and other emotional challenges are rife with this age group. Parents are confused as to what to do, and kids are acting out in the classrooms. This is an age of tremendous emotional and social growth of increased independence and lots of confusion. Many kids sail through. Many don’t. Those that don’t need much attention to their SE growth, and programs that are not set up to embrace this part of this age group are failing our children.
Teachers see these kids as disruptive, unless they realize that the intellectual as well as social and emotional learning in a truly responsive classroom led by a teacher who understands and is comfortable working in this realm is a gigantic step forward for each child in the group.
If kids don’t figure this stuff out with loving teachers who have the time and the expertise to help them, they bring it right into the kindergarten classroom.
Parents must be part of this team also. It is vital that they get the loving connection from the teacher, the other half of the team of adults who are raising the child. Someone else who has seen dozens, perhaps hundreds as time goes on, of preschoolers. Who has strategies that work, and are easily implemented. Who knows how to help challenged kids in a myriad of small ways that add up to a healing balm, calming the child and allowing the non-conflicted child emerge.