The examination of the relationship between the quality of teacher-child interaction and children's self-regulation skills

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dc.contributor.authorErtürk Kara, Hatice Gozde
dc.contributor.authorGönen, Mübeccel Sara
dc.contributor.authorPianta, Robert
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T09:15:21Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T09:15:21Z
dc.date.issued2017
dc.departmentEğitim Fakültesi
dc.description.abstractThe objective of this study is to examine the validity and reliability of the Classroom Assessment Scoring System (CLASS) in Turkey and analyze the relationship between the quality of teacher-child interaction and children's self-regulation skills. 120 preschool classrooms were observed in 2012-2013 Academic Year in Ankara and it was seen that fit indices of CLASS were at an appropriate level. It was seen that the quality of teacher-child interaction was at medium level in emotional support and classroom organization domains, and at low level in instructional support domain. It was found that the quality of teacher-child interaction varies by experience and the number of professional development courses taken by teachers. It was also seen that the children's self-regulation skills showed positive and high correlation with teacher-child interaction in the attention-impulse control sub-dimension and low correlation in the positive emotion sub-dimension. Teachers need additional assistance to improve the quality of their interactions with children, especially in instructional support. It is suggested that the quality of teacher-child interaction can be improved with a coaching system supporting teachers.
dc.identifier.doi10.16986/HUJE.2016018694
dc.identifier.endpage895en_US
dc.identifier.issn1300-5340
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ4
dc.identifier.startpage880en_US
dc.identifier.urihttps://doi.org/10.16986/HUJE.2016018694
dc.identifier.urihttps://hdl.handle.net/20.500.12451/4363
dc.identifier.volume32en_US
dc.identifier.wosWOS:000423351900007
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherHacettepe Üniversitesi
dc.relation.ispartofHacettepe Üniversitesi Egitim Fakultesi Dergisi-Hacettepe University Journal Of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEarly Childhood Education
dc.subjectQuality of Teacher-Child Interaction
dc.subjectSelf-Regulation
dc.titleThe examination of the relationship between the quality of teacher-child interaction and children's self-regulation skills
dc.typeArticle

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