The primary aim of this study is to investigate positive and constructive teacher-child interaction. The study involved 65 children from 4 pre-schools and their teachers. A qualitative methodology was applied in this study. Observations of the children were conducted over 12 weeks, in classroom activities, and were recorded in field notes and with a digital camera to gain understanding of the interaction based on instruments. The children were interviewed based on observations and photographs conducted earlier. In-depth interviews were conducted with the teachers according to the child observation and interview data. The result shown interaction between teachers and children come with polite language and the practice of ―budi bahasa” as a symbol of respectfulness. Teacher facilitated children with appropriate language and good manner. Teacher character such caring, soft spoken (intonation), body language become model for children in interaction to their peer and influence child’s character. In conclusion, the study gives a picture of the importance of contextual factors such as teachers influencing child ‘s interaction. The implications of these results for research in teachers-child, for future research should emphasis on how the level and quality of teacher-child remains.
Early childhood, child’s interaction, teacher characteristic