OREDO LOCAL GOVERNMENT AREA.

This study examined the impact of teacher–child interaction on the social and emotional development of preschool children in Oredo Local Government Area of Edo State. Early childhood represents a critical period for the development of social competence and emotional regulation, and the quality of interaction between teachers and children plays a significant role in shaping these developmental outcomes. Four research questions were raised to guide this study. A descriptive survey research design was adopted for the study. The population comprised early childhood teachers and parents in selected preschools comprising 8 public schools and 52privateschools in Oredo Local Government Area. Data were collected using a structured questionnaire designed on a four-point Likert scale. Descriptive statistics, including mean and standard deviation, were used to analyze the data, while hypotheses were tested using a criterion meanof2.50. The findings revealed that teacher–child ratio significantly influences the quality of teacher–child interaction, as overcrowded classrooms limit effective classroom management and individualized attention. The study also found that positive teacher–child interaction significantly enhances preschool children’s ability to form positive social relationships, reduce aggressive behaviors, and express emotions appropriately. Furthermore, teachers’ level of professional training was found to significantly influence their job performance, while opportunities for on the-job training were generally inadequate despite being recognized as essential for improving teacher effectiveness. The study concludes that improving teacher–child interaction through better staffing, enhanced teacher training, and increased access to professional development opportunities is essential for promoting positive social and emotional development among preschool children. The study recommends the enforcement of recommended teacher–child ratio standards, regular professional development programmes, and increased government support for early childhood teacher training