Quality of Colombian early childhood education: An exploratory study of teacher-child interactions

Name: Quality of Colombian early childhood education: An exploratory study of teacher-child interactions
Author: Escalante, E., Acar, İbrahim Hakkı, Suárez, S., Raikes, H.

İsim	Quality of Colombian early childhood education: An exploratory study of teacher-child interactions
Yazar	Escalante, E., Acar, İbrahim Hakkı, Suárez, S., Raikes, H.
Basım Tarihi:	2019
Basım Yeri	- Future Academy
Konu	Interactions, Teacher, Child, Quality, Temperament
Tür	Belge
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	2357-1330
Kayıt Numarası	4a429877-9d82-4354-8762-48361490e4c5
Lokasyon	Psychology
Tarih	2019
Örnek Metin	Quality of adult-child relationships could be influence by children's individual characteristics such as temperament. The examination of the association between temperament and teacher-child relationship has been limited within Latino population. Does regulatory temperament moderate the association between reactive temperament and teacher-child relationships in the Colombian early childhood education environment? Global research studies highlight the importance of quality of relationships to promote quality of early childhood education (ECE). Colombian ECE national evaluation reported association among teachers' interactions and child outcomes. From the ecological perspective, the present study aimed to examine how child temperament contribute to the teacher-child relationships in Colombian ECE environments. The sample included 316 children (58.3% Girls) and their teachers. Data were collected using Student-Teacher Relationship Scale (STRS) and Child Behavior Questionnaire (CBQ). First, a confirmatory factor analysis of STRS for the Colombian sample was conducted. Second, regression analysis was conducted to determine the strength of the relationship between the variables. Results from regression analyses showed that children's negative affectivity predicted teacher-child closeness (b = .06, beta = .15, t = 2.46, p = .01). In addition, children's temperamental surgency predicted teacher-child conflict (b= .08, beta= .12, t = 1.97, p = .04). Results from the current study highlights the importance of children's temperament in their relationships with teachers in the Colombian early childhood education environment. Intervention programs targeting improvement of teachers-child relationships could consider child temperament as children establish different patterns of relationships with teachers depending on their temperament. (C) 2019 Published by Future Academy www.
DOI	10.15405/epsbs.2019.11.63
Cilt	72

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Quality of Colombian early childhood education: An exploratory study of teacher-child interactions

Yazar Escalante, E., Acar, İbrahim Hakkı, Suárez, S., Raikes, H.

Basım Tarihi 2019

Basım Yeri - Future Academy

Konu Interactions, Teacher, Child, Quality, Temperament

Tür Belge

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 2357-1330

Kayıt Numarası 4a429877-9d82-4354-8762-48361490e4c5

Lokasyon Psychology

Tarih 2019

Örnek Metin Quality of adult-child relationships could be influence by children's individual characteristics such as temperament. The examination of the association between temperament and teacher-child relationship has been limited within Latino population. Does regulatory temperament moderate the association between reactive temperament and teacher-child relationships in the Colombian early childhood education environment? Global research studies highlight the importance of quality of relationships to promote quality of early childhood education (ECE). Colombian ECE national evaluation reported association among teachers' interactions and child outcomes. From the ecological perspective, the present study aimed to examine how child temperament contribute to the teacher-child relationships in Colombian ECE environments. The sample included 316 children (58.3% Girls) and their teachers. Data were collected using Student-Teacher Relationship Scale (STRS) and Child Behavior Questionnaire (CBQ). First, a confirmatory factor analysis of STRS for the Colombian sample was conducted. Second, regression analysis was conducted to determine the strength of the relationship between the variables. Results from regression analyses showed that children's negative affectivity predicted teacher-child closeness (b = .06, beta = .15, t = 2.46, p = .01). In addition, children's temperamental surgency predicted teacher-child conflict (b= .08, beta= .12, t = 1.97, p = .04). Results from the current study highlights the importance of children's temperament in their relationships with teachers in the Colombian early childhood education environment. Intervention programs targeting improvement of teachers-child relationships could consider child temperament as children establish different patterns of relationships with teachers depending on their temperament. (C) 2019 Published by Future Academy www.

DOI 10.15405/epsbs.2019.11.63

Cilt 72