This research endeavors to investigate the nuanced influence of teacher-child relationships on early childhood literacy development. Recognizing the pivotal role of interpersonal dynamics in the learning process, the study employs a mixed-methods approach to explore the connection between the quality of teacher-child relationships and emergent literacy skills in preschool and kindergarten settings. Through systematic classroom observations, the research aims to assess the nature and depth of teacher-child interactions, focusing on responsiveness, emotional support, and communicative engagement. Concurrently, standardized assessments will be administered to measure children's language development and early literacy skills.By synthesizing qualitative and quantitative data, the study seeks to unravel the impact of positive teacher-child relationships on the acquisition of foundational literacy skills. Insights garnered from teacher surveys and interviews will offer a comprehensive understanding of instructional practices and educators' perceptions regarding the influence of these relationships on early literacy outcomes. The findings of this research hold the potential to inform educational policies and teacher training initiatives, emphasizing the pivotal role of fostering positive teacher-child relationships in optimizing early childhood literacy development.