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

Name: Early teacher–child relationships promote self-regulation development in prekindergarten
Author: Rudasill, K. M., Acar, İbrahim Hakkı

İsim	Early teacher–child relationships promote self-regulation development in prekindergarten
Yazar	Rudasill, K. M., Acar, İbrahim Hakkı
Basım Tarihi:	2022-07
Basım Yeri	- MDPI
Konu	Effortful control, Prekindergarten, Self-regulation, Teacher–child relationship
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1661-7827
Kayıt Numarası	ad7b8256-5fb2-42f8-886e-4c8b760d4fb4
Lokasyon	Psychology
Tarih	2022-07
Notlar	Research Council of the University of Nebraska-Lincoln
Örnek Metin	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

Kaynağa git Özyeğin Üniversitesi

Aramaya Dön

Özyeğin Üniversitesi

Kaynağa git

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

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

Basım Tarihi 2022-07

Basım Yeri - MDPI

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

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1661-7827

Kayıt Numarası ad7b8256-5fb2-42f8-886e-4c8b760d4fb4

Lokasyon Psychology

Tarih 2022-07

Notlar Research Council of the University of Nebraska-Lincoln

Örnek Metin 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