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Early teacher–child relationships promote self-regulation development in prekindergarten

Title	Early teacher–child relationships promote self-regulation development in prekindergarten
Author	Rudasill, K. M., Acar, İbrahim Hakkı
Publication Date:	2022-07
Publication Place	- MDPI
Subject	Effortful control, Prekindergarten, Self-regulation, Teacher–child relationship
Type	Periodical
Language	English
Digital	Yes
Manuscript	No
Library:	Özyeğin University
Library Asset ID	1661-7827
Record ID	ad7b8256-5fb2-42f8-886e-4c8b760d4fb4
Library Location	Psychology
Date	2022-07
Notes	Research Council of the University of Nebraska-Lincoln
Sample Text	Children’s experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher–child relationship quality to children’s performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children’s self-regulation was independently measured with a visual attention task in the spring of prekindergarten. In addition, teachers and parents rated children’s temperamental self-regulation (i.e., effortful control). Results indicate that greater teacher–child dependency predicted children’s longer time on the visual attention task, and greater teacher–child closeness predicted children’s lower accuracy on the visual attention task. In addition, children who were rated as more self-regulated by parents were more accurate on the visual attention task. The implications of the results are discussed.
DOI	10.3390/ijerph19148802
Cilt	19

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Özyeğin University

Early teacher–child relationships promote self-regulation development in prekindergarten

Author Rudasill, K. M., Acar, İbrahim Hakkı

Publication Date 2022-07

Publication Place - MDPI

Subject Effortful control, Prekindergarten, Self-regulation, Teacher–child relationship

Type Periodical

Language English

Digital Yes

Manuscript No

Library Özyeğin University

Library Asset ID 1661-7827

Record ID ad7b8256-5fb2-42f8-886e-4c8b760d4fb4

Library Location Psychology

Date 2022-07

Notes Research Council of the University of Nebraska-Lincoln

Sample Text Children’s experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher–child relationship quality to children’s performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children’s self-regulation was independently measured with a visual attention task in the spring of prekindergarten. In addition, teachers and parents rated children’s temperamental self-regulation (i.e., effortful control). Results indicate that greater teacher–child dependency predicted children’s longer time on the visual attention task, and greater teacher–child closeness predicted children’s lower accuracy on the visual attention task. In addition, children who were rated as more self-regulated by parents were more accurate on the visual attention task. The implications of the results are discussed.

DOI 10.3390/ijerph19148802

Cilt 19