Yıldız, Tülin GülerErtürk Kara, Hatice GözdeFındık Tanrıbuyurdu, EzgiGönen Sara, Mübeccel13.07.20192019-07-1613.07.20192019-07-1620141300-1337https://dx.doi.org/10.15390/EB.2014.3648https://hdl.handle.net/20.500.12451/2626Aim 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.eninfo:eu-repo/semantics/openAccessCLASSEarly Childhood EducationPSRASelf-RegulationTeacher-Child InteractionArticle3917632933810.15390/EB.2014.3648Q3N/A