Examining self-regulation skills according to teacher-child interaction quality
Yükleniyor...
Tarih
2014
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Turkish Education Association
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Aim of this research is to examine children's self-regulation skills according to teacher-child interaction quality. For this purpose; 30 classes, which were determined randomly from central districts of Ankara, were assessed with Classroom Assessment Scoring System. 4 classes were selected according to quality level of teacher-child interaction (2 high, 2 low). Children's self-regulation skills were assessed with Preschool Self-Regulation Assessment tasks in these 4 classrooms. Results of the study show that teacher-child interaction quality level had a significant difference on children's executive functioning scores that is a part of self-regulation. But it had no significant difference on children's social competence and inhibitory control skills.
Açıklama
Anahtar Kelimeler
CLASS, Early Childhood Education, PSRA, Self-Regulation, Teacher-Child Interaction
Kaynak
Egitim ve Bilim
WoS Q Değeri
N/A
Scopus Q Değeri
Q3
Cilt
39
Sayı
176
