Examining the predictive effect of teacher–child relationship on young children’s self-perception

Önder, Alev; Ogelman, Hülya Gülay; Göktaş, İlkay

doi:10.1080/03004430.2020.1759574

Cited by 9 publications

(7 citation statements)

References 17 publications

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“…High-quality early educational settings have been consistently associated with positive child outcomes (Burchinal, 2018;Felfe and Lalive, 2018;Clark et al, 2020;Nguyen et al, 2020;Osher et al, 2020). These effects have been found across domains and skills, such as social-emotional development and social competence (Rucinski et al, 2018;Saral and Acar, 2021); self-regulation, prosocial behavior, and peer interaction (Cadima et al, 2016;Acar et al, 2022); behavioral regulation and physiological regulation (Acar et al, 2018); behavioral adjustment, inhibitory control, school readiness, and learning behavior (Acar et al, 2022); language development and preacademic skills in literacy and math (Slot et al, 2018;Pakarinen et al, 2021); executive functions, cognitive development, school engagement, and motivation (Heatly and Votruba-Drzal, 2019;Önder et al, 2020); children's self-perception, internalizing problems, and mental health outcomes (Zatto and Hoglund, 2019;Blewitt et al, 2020a,b; for a meta-analysis see Perlman et al, 2016;Brunsek et al, 2017;Egert et al, 2018).…”

Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

“…Positive outcomes have been found for young children across samples of varying risk level, including those with and without disabilities, and across different socio-economic backgrounds, including those from low and middle-income countries (Rhoad-Drogalis et al, 2018;Chen and Wolf, 2021;Goldberg and Iruka, 2022). Studies around the world (e.g., Europe, China, Brazil, Chile, Colombia, Ghana, Greece, Latin America and the Caribbean, Kenya, Turkey, and the United States) have reported these associations using both crosssectional and longitudinal study designs (e.g., Lazzari et al, 2013;Yoshikawa et al, 2015;Gregoriadis et al, 2016;Kagan et al, 2016;Mungai et al, 2017;Soliday Hong and Udommana, 2018;Acar et al, 2019;Bernal et al, 2019;Ponguta et al, 2019;Rosa and Menezes, 2019;Wolf et al, 2019;Liu et al, 2020;Wang et al, 2020;Önder et al, 2020;Hu et al, 2021;Yang et al, 2021;Bartholo et al, 2022). Positive associations between ECEC quality and children's learning and development have also been found across developmental stages and educational settings, including childcare centers and kindergartens (Liu et al, 2020).…”

Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

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Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Sanches-Ferreira

Gonçalves²,

Araújo³

et al. 2022

Front. Educ.

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Positive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments. This study aims to evaluate preschool teachers’ opinions about the desirability and feasibility of a set of empirically validated strategies to improve teacher-child interactions in ECEC classrooms, for the group and children with disabilities. The participants were 89 Portuguese preschool teachers. Based on a non-systematic literature review, a questionnaire composed of 22 strategies to facilitate teacher-child interactions (in 4 dimensions: emotionally responsive interactions, classroom management, attend to children’s perspectives, and scaffolding learning) was developed. Along with the questionnaire, a set of socio-demographic variables was also collected. ECEC teachers scored significantly higher in the desirability subscale compared with the feasibility subscale in all dimensions and at both the child and the group level. This gap between teachers’ perceived desirability and feasibility provides important insights regarding the dimensions which are important to reinforce in ECEC teachers’ education and professional development. The mean difference between the desirability and feasibility subscales registered a higher effect size at the child’s level than at the group’s level, confirming that the inclusion of children with disabilities in preschool settings remains a challenge. Moreover, the effect size was small to moderate in the Emotionally Responsive Interactions dimension for both child and group levels. These results are aligned with previous studies stating that among different self-identified dimensions for improvement, emotional support is the less evoked by ECEC teachers. Across all dimensions, the main reason teachers give for difficulty in feasibility, both at the group and child’s level, is lack of knowledge. Overall, understanding the reasons teachers attribute to the difference between the strategies’ desirability and feasibility informs the assessment of teacher education needs and might be operationalized as a new observation instrument.

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Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 99%

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Sanches-Ferreira

Gonçalves²,

Araújo³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…b) La autopercepción, se vincula con un proceso subjetivo y dinámico que permite a las personas inferir sus actitudes a partir de ciertos patrones de comportamiento (Gerrig & Zimbardo, 2005;Schiffman & Kanuk, 2005). Además, este concepto se refiere complementariamente a la construcción de un conjunto de valoraciones que una persona posee con respecto al nivel de desarrollo de sus capacidades, habilidades y destrezas puestas en práctica en una actividad y entorno determinado, a partir de lo cual, las personas pueden experimentar emociones positivas o negativas como respuesta a la autoevaluación sobre el éxito o fracaso en dicha actividad (Hogg & Vaughan, 2008;Önder et al, 2020).…”

Section: Religacion Revista De Ciencias Sociales Y Humanidadesunclassified

Autopercepción del Nivel de vida en los asociados a gremios agrícolas en Tungurahua, Ecuador

Carvajal

Atupaña

Guevara

2022

rgn

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El impacto de la pandemia COVID-19 y de otros factores externos han afectado considerablemente a todos los sectores de la economía mundial, especialmente al sector agrícola de países en desarrollo como el Ecuador. Este sector, altamente sensible a múltiples factores que no tienen relación con los conocimientos y habilidades de los agricultores, podría poner en riesgo la producción de alimentos, las cadenas de suministro de alimentos y, por ende, la seguridad alimentaria. Adicionalmente, estos factores podrían provocar el abandono de las actividades agrícolas, aumentar del desempleo y de la pobreza, e incidir directamente en el nivel y calidad de vida de las comunidades agrícolas, particularmente de aquellas situadas en la zona central del Ecuador. Por tanto, dada la importancia del sector agrícola en la economía local y nacional, el presente estudio tuvo la finalidad de establecer los cambios en el nivel de vida en los últimos 12 meses de los asociados a gremios agrícolas en los cantones de Quero, Mocha, Cevallos y Tisaleo, pertenecientes a la provincia de Tungurahua, Ecuador. La investigación tiene un enfoque cuantitativo, no experimental, y transversal. Se aplicó una encuesta a 284 agricultores, quienes completaron un cuestionario fiable y validado por métodos estadísticos. Este instrumento permitió recolectar información demográfica, socioeconómica, y de salud, componentes que permiten determinar la percepción del nivel de vida de los agricultores con respecto a los factores externos estudiados. Los resultados indican que, las comunidades agrícolas estudiadas poseen la percepción de que su salud física y mental, al igual que sus ingresos económicos fueron afectados considerablemente por factores externos como la pérdida de sus cosechas, eventos macroeconómicos, y la caída de precios de sus productos. Estas afectaciones deterioraron nivel de vida de los agricultores en últimos 12 meses. Esta investigación marca el camino para incrementar el interés y el conocimiento de las necesidades reales de esta población específica, a fin de que a corto plazo se pueda utilizar esta información para desarrollar programas y políticas de intervención para proteger la salud física y mental de los trabajadores agrícolas, quienes constantemente se enfrentan a factores y condiciones adversas.

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“…When the teachers treats the students well and fairly, a positive relationship would be established. Such positive relationship could affect students not only in learning processes and outcomes but it also influenced far beyond the classroom (Önder et al, 2020;Claessens et al, 2017;Alvarez, 2007;Roorda et al, 2013). Then, the teacher's treatment towards the students also greatly affects their emotion, personality and quality of thinking during the process of learning (Blazar & Kraft, 2017;Uitto et al, 2018;Urhahne, 2015).…”

Section: The Implication Of the Vocational English Teachers' Personalmentioning

confidence: 99%

The vocational English teachers� personal competence and its implication on teaching and learning process

Wicaksono

Petrus

Mirizon

2021

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Personal competence is one of the four main competencies that teachers in Indonesia must possess. However, the literature has been still limited on the teacher's personal competence in the EFL context. Therefore, the present study aims to discover the application of vocational English teachers� personal competence and its implication on the teaching and learning process. To achieve the purpose of this study, a qualitative approach in a form of case study was employed. Two teachers of English consisting of one male and one female teacher participated in this study and shared their stories about the application of their personal competence at the school. A semi-structured interview became the instrument to obtain the data. The findings of this investigation indicated that the personal competence of EFL teachers was revealed from teachers� obedience towards regulation, the application of their religious values, the way they treat their students, the honesty and model they demonstrated, the teachers� maturity, wiseness, and assertiveness, the teachers� work ethic, the teachers� confidence in carrying out their duties and the pride towards their profession. The study also discussed how the teachers� personal competence might affect the teaching and learning process.�

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Examining the predictive effect of teacher–child relationship on young children’s self-perception

Cited by 9 publications

References 17 publications

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Autopercepción del Nivel de vida en los asociados a gremios agrícolas en Tungurahua, Ecuador

The vocational English teachers� personal competence and its implication on teaching and learning process

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