Examining Self-Regulation Skills According to Teacher-Child Interaction Quality

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Yildiz T., Kara H. G. E., Tanribuyurdu E. F., GONEN M.

EGITIM VE BILIM-EDUCATION AND SCIENCE, cilt.39, sa.176, ss.329-338, 2014 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 39 Sayı: 176
  • Basım Tarihi: 2014
  • Doi Numarası: 10.15390/eb.2014.3648
  • Dergi Adı: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.329-338
  • Hacettepe Üniversitesi Adresli: Evet

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.