Teacher-child Relationships in Preschool Period: The Roles of Child Temperament and Language Skills


Sibel YOLERİ


Abstract

The aim of this study was to determine how children’s temperament and language skills predict the effects of teacher–child relationships in preschool. Parents and preschool teachers completed three questionnaires: The Student-Teacher Relationship Scale, the Marmara Development Scale and the Short Temperament Scale for Children. The relational survey method was used in this study. The sample consisted of 195 preschool children. According to the results, a negative significant relationship was found between the teacher-child relationships scores and the reactivity sub-dimension of temperament. Also, there are positive significant relationships between teacher-child relationship scores and language skills. In addition, both the reactivity sub dimension of temperament and language skills demonstrate a predictor effect on the teacher-child relationships. Reactivity was the most important temperament trait factor affecting relationships.


Keywords

Teacher-child relationships, language skills, temperament, preschool period

Paper Details

Paper Details
Topic Elementary Education
Pages 210 - 224
Issue IEJEE, Volume 9, Issue 1
Date of acceptance 06 January 2016
Read (times) 657
Downloaded (times) 372

Author(s) Details

Sibel YOLERİ

Uşak University, Turkey


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