As part of a larger study, the nature of the teacher-child relationship was examined in a random sample of 50 day care centers in Los Angeles County. Data were obtained by observation of teacher-child interaction and supplemented by interviews with directors and teachers. The groups of variables examined were: teacher performance, structural factors (physical space, administrative framework, and program format), and staff characteristics. Factor analysis disclosed four patterns of teacher behavior: encouragement-restriction, conformity to routine, group teaching, and independence training. The most stable features of teacher behavior were: (1) activity level, as indicated by amount of verbalization and number of communicative episodes; (2) emphasis on working with children individually or in groups; and (3) frequent use of either encouragement, with accompanying lessons in consideration and creativity, or restriction, along with lessons in control and restraint. Few teachers made extensive use of both encouragement and restriction; rather, they utilized one in the absence of the other. Teacher behavior within a center was found to be associated with quality of physical space, size of center, characteristics of staff, and responses of children. (Author/KM)