Harmonising Psychological and Legal Perspectives on Teacher-Child Interactions: A Conceptual Framework for Early Childhood Education. Journal of Early Childhood Education Research , [S. l.], v. 1, n. 2, p. 69–79, 2025. DOI: 10.58230/jecer.v1i2.427. Disponível em: https://ssed.or.id/jecer/article/view/427. Acesso em: 15 oct. 2026.