Güler Yıldız T., Ertürk Kara H.G., Fındık Tanrıbuyurdu E., Gönen M. Examining Self-Regulation Skills According to Teacher-Child Interaction Quality
Download PDF
Keywords:
To cite this article:
Güler Yıldız T., Ertürk Kara H.G., Fındık Tanrıbuyurdu E., Gönen M. (2018) A. Examining Self-Regulation Skills According to Teacher-Child Interaction Quality. Preschool Education Today. 6:12, 72–79. (in Russian)
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
Peer play provides ample opportunities for the use and development of selfregulatory and mathematical skills. This study aimed at examining whether children’s engagement in solitary low-level play, interactive play and competent play influences their self-regulatory and number sense skills. The effect of demographic variables and children’s social skills on these skills was also investigated. The participants in this study were 149 children (Mean age = 68 months, SD = 3.71) from public and semi-independent kindergarten programs in a city in southwest Turkey. Children’s play was observed during free play time, and their self-regulation and mathematical skills were measured. Teachers rated children’s social skills. Binary logistic regression was used as an analytical tool. The results showed that children’s engagement in peer play significantly improved their chances of having higher number sense and self-regulatory skills. In particular, interactive play significantly contributed to children’s selfregulatory and number sense skills. Moreover, child age, family income, and social skills were influential factors for these skills. The findings show the importance of peer play for supporting the development of self-regulatory and mathematical skills.
References
1. Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. K. D. Vohs ve R. F. Baumeister (Ed.), Handbook of self-regulation (s. 300-320). New York: Guilford Press.
2. Bondurant, L. M. (2010). The roots of academic underachievement: Prediction from early difficulties with self-regulation. (Doctorate thesis, The University of Texas), ProQuest Information and Learning Company. (UMI 3421467).
3. Büyüköztürk,Ş., Kılıç, Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
4. Eisenberg, N., Gershoff, E. T., Fabes, R. Z., Shepard, S. A., Cumberland, A. J., Losoya, S. H., Guthrie, I., & Murphy, B. (2001). Mothers’ emotional expressivity and children’s behavior problems and social competence: Mediation through children’s regulation. Developmental Psychology, 37(4), 475-490.
5. Ertürk, G. (2013). Öğretmen çocuk etkileşiminin niteliği ile çocukların öz düzenleme becerisi arasındaki ilişkinin incelenmesi. Unpublished Doctorate Thesis. Hacettepe University, Ankara.
6. Fabes, R. A., & Eisenberg, N. (1992). Young children’s coping with interpersonal anger. Child Development, 63, 116-128.
7. Fındık Tanrıbuyurdu, E., & Güler Yıldız, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317-328.
8. Grolnick, W.S., & Farkas, M. (2002). Parenting and the development of self-regulation. In M.H. Bornstein (Ed.), Handbook of parenting; Vol. 5: Practical issues in parenting (pp.89-110), Hillsdale, NJ: Erlbaum.
9. Hamre, B. K., Hatfield, B. E., Jamil, F., & Pianta, R. C. (2012). Evidence for general and domain specific elements of teacher-child interactions: Associations with preschool children’s development. Manuscript submitted for publication. Child Development Journal. Manuscript ID: 2012.387.R1.
10. Hatch, J. A. (2002). Doing qualitative research in education settings. Albany: State University of New York Press.
11. Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The concept of resiliency: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.
12. Merritt, E., Wanless, S., Rimm-Kaufman, S., Cameron, C., & Peugh, J. (2012). The Contribution of Teachers’ Emotional Support to Children’s Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review, 41(2), 141-159.
13. Ocak, S. (2010). The effects of child-teacher relationships on interpersonal problem-solving skills of children. Infants & Young Children, 23(4), 312-322.
14. Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5-15.
15. Polnariev, B. (2006). Dynamics of Preschoolers Self-Regulation: Viewed through the lens of Conflict Resolution Strategies during peer free-play. Doctor of Philosophy, The City of New York.
16. Rimm-Kaufman, S., Curby, T., Grimm, V., Nathanson, D., & Brock, L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958-972.
17. Rohner, R. P. (2008). Introduction: Parental Acceptance-Rejection Theory Studies of Intimate Adult Relationships. Cross-Cultural Research, 42(1), 5-12.
18. Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development (5th ed., pp. 105-176). New York: Wiley.
19. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Barreau, S., & Grabbe, Y. (2008). Effective pre-school and primary education 3-11 project (EPPE 3-11): The influence of school and teaching quality on children‘s progress in primary school. Department for Children, Schools and Families, Institute of Education, University of London, England.
20. Shields, A. M., & Cicchetti, D. (1998). Reactive aggression among maltreated children: The contributions of attention and emotion regulation. Journal of Clinical Child Psychology, 27(4), 381-395.
21. Silva, K., Spinrad, T., Eisenberg, N., Sulik, M., Valiente, C., Huerta, S., Edwards, A., Eggum, N., Kupfer, A., Lonigan, C., Phillips, B., Wilson, S., Clancy-Menchetti, J., Landry, S., Swank, P., Assel, M., Taylor, B. & School Readiness Consortium (2011). Relations of children’s effortful control and teacher-child relationship quality to school attitudes in a low-income sample. Early Education & Development, 22(3), 434-460.
22. Smith-Donald, R., Raver, C.C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, 173-187.
23. Suchodolets, A., Trommsdorff, G., Heikampa, T., Wieber, F., & Gollwitzer, P. (2009). Transition to school: The role of kindergarten children‘s behavior regulation. Learning and Individual Differences, 1, 561-566.
24. Tekindal, M., Eryaş, N., & Tekindal, B. (2010). İlköğretim okullarındaki öğrencilerin sürekli kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 26, 79-93.
25. Williford, A., Whittaker, J., Vitiello, J., & Downer,J. (2013). Children‘s engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24, 162-187
26. Wills, T.A., Walker, C., Mendoza, D., & Ainette, M.G. (2006). Behavioral and emotional self-control: Relations to substance use in samples of middle and high school students. Psychology of Addictive Behaviors, 20(3), 265-278.
27. Yavuzer, H. (2000). Çocuk Eğitimi El Kitabı. İstanbul: Remzi Kitabevi.
28. Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics. 27(2), 155-169.
2. Bondurant, L. M. (2010). The roots of academic underachievement: Prediction from early difficulties with self-regulation. (Doctorate thesis, The University of Texas), ProQuest Information and Learning Company. (UMI 3421467).
3. Büyüköztürk,Ş., Kılıç, Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
4. Eisenberg, N., Gershoff, E. T., Fabes, R. Z., Shepard, S. A., Cumberland, A. J., Losoya, S. H., Guthrie, I., & Murphy, B. (2001). Mothers’ emotional expressivity and children’s behavior problems and social competence: Mediation through children’s regulation. Developmental Psychology, 37(4), 475-490.
5. Ertürk, G. (2013). Öğretmen çocuk etkileşiminin niteliği ile çocukların öz düzenleme becerisi arasındaki ilişkinin incelenmesi. Unpublished Doctorate Thesis. Hacettepe University, Ankara.
6. Fabes, R. A., & Eisenberg, N. (1992). Young children’s coping with interpersonal anger. Child Development, 63, 116-128.
7. Fındık Tanrıbuyurdu, E., & Güler Yıldız, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317-328.
8. Grolnick, W.S., & Farkas, M. (2002). Parenting and the development of self-regulation. In M.H. Bornstein (Ed.), Handbook of parenting; Vol. 5: Practical issues in parenting (pp.89-110), Hillsdale, NJ: Erlbaum.
9. Hamre, B. K., Hatfield, B. E., Jamil, F., & Pianta, R. C. (2012). Evidence for general and domain specific elements of teacher-child interactions: Associations with preschool children’s development. Manuscript submitted for publication. Child Development Journal. Manuscript ID: 2012.387.R1.
10. Hatch, J. A. (2002). Doing qualitative research in education settings. Albany: State University of New York Press.
11. Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The concept of resiliency: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.
12. Merritt, E., Wanless, S., Rimm-Kaufman, S., Cameron, C., & Peugh, J. (2012). The Contribution of Teachers’ Emotional Support to Children’s Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review, 41(2), 141-159.
13. Ocak, S. (2010). The effects of child-teacher relationships on interpersonal problem-solving skills of children. Infants & Young Children, 23(4), 312-322.
14. Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5-15.
15. Polnariev, B. (2006). Dynamics of Preschoolers Self-Regulation: Viewed through the lens of Conflict Resolution Strategies during peer free-play. Doctor of Philosophy, The City of New York.
16. Rimm-Kaufman, S., Curby, T., Grimm, V., Nathanson, D., & Brock, L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958-972.
17. Rohner, R. P. (2008). Introduction: Parental Acceptance-Rejection Theory Studies of Intimate Adult Relationships. Cross-Cultural Research, 42(1), 5-12.
18. Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development (5th ed., pp. 105-176). New York: Wiley.
19. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Barreau, S., & Grabbe, Y. (2008). Effective pre-school and primary education 3-11 project (EPPE 3-11): The influence of school and teaching quality on children‘s progress in primary school. Department for Children, Schools and Families, Institute of Education, University of London, England.
20. Shields, A. M., & Cicchetti, D. (1998). Reactive aggression among maltreated children: The contributions of attention and emotion regulation. Journal of Clinical Child Psychology, 27(4), 381-395.
21. Silva, K., Spinrad, T., Eisenberg, N., Sulik, M., Valiente, C., Huerta, S., Edwards, A., Eggum, N., Kupfer, A., Lonigan, C., Phillips, B., Wilson, S., Clancy-Menchetti, J., Landry, S., Swank, P., Assel, M., Taylor, B. & School Readiness Consortium (2011). Relations of children’s effortful control and teacher-child relationship quality to school attitudes in a low-income sample. Early Education & Development, 22(3), 434-460.
22. Smith-Donald, R., Raver, C.C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, 173-187.
23. Suchodolets, A., Trommsdorff, G., Heikampa, T., Wieber, F., & Gollwitzer, P. (2009). Transition to school: The role of kindergarten children‘s behavior regulation. Learning and Individual Differences, 1, 561-566.
24. Tekindal, M., Eryaş, N., & Tekindal, B. (2010). İlköğretim okullarındaki öğrencilerin sürekli kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 26, 79-93.
25. Williford, A., Whittaker, J., Vitiello, J., & Downer,J. (2013). Children‘s engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24, 162-187
26. Wills, T.A., Walker, C., Mendoza, D., & Ainette, M.G. (2006). Behavioral and emotional self-control: Relations to substance use in samples of middle and high school students. Psychology of Addictive Behaviors, 20(3), 265-278.
27. Yavuzer, H. (2000). Çocuk Eğitimi El Kitabı. İstanbul: Remzi Kitabevi.
28. Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics. 27(2), 155-169.