Examining Self-Regulation Skills According to Teacher-Child Interaction Quality
Authors
Tülin Güler Yıldız
Hacettepe University, Faculty of Education, Department of Elementary Education, Preschool Education Program
Author
Hatice Ertürk Kara
Aksaray University, Faculty of Education, Department of Elementary Education, Preschool Education Program
Author
Ezgi Fındık Tanrıbuyurdu
Ankara University, Faculty of Health Sciences, Department of Child Development
Author
Mübeccel Gönen
Hacettepe University, Faculty of Education, Department of Elementary Education, Preschool Education Program
Author
Keywords:
Self-regulation, Teacher-child interaction, PSRA, CLASS, Early childhood education
Abstract
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.
