In addition to the appropriate equipment and curriculum, a necessary ingredient of an effective preschool program is the quality of the interpersonal climate within the classroom. This interpersonal aspect of the preschool program is the focus of this paper. It begins by discussing the role of the early childhood educator in establishing the classroom climate, noting that the teacher's responsibilities in this respect are: (1) developing teacher-child relationships; (2) designing effective home-school relationships; and (3) building relationships with the support resource staff. It also notes that the personal qualities considered important in early childhood teachers are awareness of the uniqueness of each child, flexibility, and a wide range of interests. Checklists of characteristics and skills of good early childhood teachers are included. The developmental stages of teachers are examined to assess the different kinds of learning opportunities that would benefit each stage and strengthen professional commitment. The paper suggests workshops, conferences, inservice training, and periodicals as ways to enhance professional growth. It also notes that an additional way to grow professionally is through self-assessment of teaching performance in the classroom setting, and of interactions in the non-classroom setting. Of the several models for staff evaluation, the paper recommends the "enabler model," because it supports developmentally appropriate early childhood education. Contains 13 references. (BAC)