Ertürk Kara, Hatice GozdeGönen, Mübeccel SaraPianta, Robert13.07.20192019-07-1613.07.20192019-07-1620171300-5340https://doi.org/10.16986/HUJE.2016018694https://hdl.handle.net/20.500.12451/4363The 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.eninfo:eu-repo/semantics/openAccessEarly Childhood EducationQuality of Teacher-Child InteractionSelf-RegulationArticle32488089510.16986/HUJE.2016018694Q4WOS:000423351900007N/A