70 research outputs found
The Correlates of Turkish Preschool Preservice Teachersâ Social Competence, Empathy and Communication Skills
The purpose of the current study was to examine the associations between Turkish preschool pre-service teacherâs personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field completed a Demographic Information Form on personal and educational characteristics, the Social Skills Inventory (SSI) Scale measuring their social competence, The Scales of Empathic Tendency for measuring empathy skills, and a Communication Skills Evaluation Scale measuring communication skills. Bivariate Pearson-correlations, independent t tests, and one-way ANOVAs were used to test study hypotheses. Results indicated that women scored higher on empathy and communication skills, and having more friends was related to higher social competence and empathy. Pre-service teachers who were members of a social club scored higher on communication skills than their peers. Additional associations among variables, limitations, and future directions are discussed
Scaffolding as a Tool for Environmental Education in Early Childhood
This paper describes the process of âscaffoldingâ as a teaching strategy in early childhood education, and demonstrates how scaffolding can promote childrenâs learning about the natural environment. Examples of scaffolding are provided from seventy-four running record observations made over a two-year period in a nature-based preschool program. Qualitative analysis examined the extent to which scaffolding was used to support childrenâs learning about nature; the types of scaffolding strategies used by teachers; whether high- and low-support strategies were used in specific types of situations; the effectiveness of scaffolding; and what children learned when teachers engaged them in scaffolding. Examples illustrate specific pedagogical strategies used in scaffolding. Scaffolding was used relatively frequently within the program (21% of events analyzed), and inferential questioning was the most frequently used strategy. Analysis did not reveal a pattern of high- or low-support strategies used in specific types of situations, but teachers flexibly used a variety of scaffolding strategies to support childrenâs learning about the natural environment. Preparation of physical and social environments for effective scaffolding is discussed, as well as the role of scaffolding in socializing children to engage in a culture of inquiry
Examining the Role of Teacher Presence and Scaffolding in Preschoolersâ Peer Interactions
The current study aimed to examine the associations between teacher presence and social scaffolding and preschool childrenâs peer interactions. Using a time sampling method, peer interactions of 22 four- and five-year-old preschoolers (12 girls; Mage = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacherâs social scaffolding was positively associated with childrenâs positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for childrenâs positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions
Examining the Roles of ParentâChild and TeacherâChild Relationships on Behavior Regulation of Children at Risk
The current study examined the effects of parentâchild and teacherâchild relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacherâchild relationships) for another context (i.e., parentâchild relationship) on childrenâs behavior regulation was examined. Participants were 291 children (159 boys) ages 37â70 months (M = 53.88 months, SD = 6.44 months) from three different preschools serving low-income children in two Midwestern cities. Parents and teachers reported on their relationships with children during fall. Behavior regulation was assessed via structured tasks during spring and summer. After controlling for demographic variables, results showed that parentâchild closeness and teacherâchild conflict were related to childrenâs behavior regulation. Interaction models showed that when children experienced a combination of low parentâchild closeness and high teacherâchild conflict, they had lower levels of behavior regulation. Findings highlight the importance of parentâchild and teacherâchild relationships, both independently and together, for low-income childrenâs behavior regulation
CHILDRENâS EMOTION REGULATION AND ATTACHMENT TO PARENTS: PARENTAL EMOTION SOCIALIZATION AS MODERATOR
We examined the associations among parental emotion socialization, and childrenâs emotion regulation and attachment to parents. In particular, we examined the moderating role of parental emotion socialization in the relationship between childrenâs emotion regulation and attachment to parents. Participants were 78 Turkish children (49 boys) aged from 60 to 77 months and their parents. Parents reported on the socialization strategies they used for their childrenâs emotions and on their childrenâs emotion regulation, and we assessed childrenâs attachment to parents via the Doll Story Completion Task. Results revealed that parentsâ minimization reaction to childrenâs emotions moderated the association between childrenâs emotion regulation and attachment to parents. When parentsâ response was punitive, children with poor emotion regulation displayed stronger attachment to parents than children with robust emotion regulation. In addition, girls had a more secure attachment than boys to parents. Our results highlight the importance of childrenâs emotion regulation and parental emotion socialization for childrenâs secure early attachment to parents
CHILDRENâS EMOTION REGULATION AND ATTACHMENT TO PARENTS: PARENTAL EMOTION SOCIALIZATION AS MODERATOR
We examined the associations among parental emotion socialization, and childrenâs emotion regulation and attachment to parents. In particular, we examined the moderating role of parental emotion socialization in the relationship between childrenâs emotion regulation and attachment to parents. Participants were 78 Turkish children (49 boys) aged from 60 to 77 months and their parents. Parents reported on the socialization strategies they used for their childrenâs emotions and on their childrenâs emotion regulation, and we assessed childrenâs attachment to parents via the Doll Story Completion Task. Results revealed that parentsâ minimization reaction to childrenâs emotions moderated the association between childrenâs emotion regulation and attachment to parents. When parentsâ response was punitive, children with poor emotion regulation displayed stronger attachment to parents than children with robust emotion regulation. In addition, girls had a more secure attachment than boys to parents. Our results highlight the importance of childrenâs emotion regulation and parental emotion socialization for childrenâs secure early attachment to parents
The role of child temperament on lowâincome preschool childrenâs relationships with their parents and teachers
The current study examined the associations between lowâincome preschool childrenâs temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two hundred ninetyâone children (M = 53.88 months, SD = 6.44 months), their parents, and teachers from 3 different preschools serving lowâincome children in 2 midwestern cities in the United States participated. Parents reported on temperament and parentâchild relationships, and teachers reported on teacherâchild relationships. Hierarchical regression models using SAS PROCMIXED were employed to allow for nesting of children within classrooms. After controlling for child age, gender, ethnicity, and parent education, childrenâs reactive temperament was negatively associated with parentâ child closeness and positively associated with parentâchild conflict and teacherâchild conflict. Childrenâs regulatory temperament was positively related to teacherâchild closeness and negatively associated with teacherâchild conflict. Regulatory temperament moderated the association between reactive temperament and teacherâ child closeness. These findings The current study examined the associations between lowâincome preschool childrenâs temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two hundred ninetyâone children (M = 53.88 months, SD = 6.44 months), their parents, and teachers from 3 different preschools serving lowâincome children in 2 midwestern cities in the United States participated. Parents reported on temperament and parentâchild relationships, and teachers reported on teacherâchild relationships. Hierarchical regression models using SAS PROCMIXED were employed to allow for nesting of children within classrooms. After controlling for child age, gender, ethnicity, and parent education, childrenâs reactive temperament was negatively associated with parentâ child closeness and positively associated with parentâchild conflict and teacherâchild conflict. Childrenâs regulatory temperament was positively related to teacherâchild closeness and negatively associated with teacherâchild conflict. Regulatory temperament moderated the association between reactive temperament and teacherâ child closeness. These findings suggest that although reactive temperament potentially undermines closeness in relationships with teachers, regulatory temperament can buffer the influence of reactive temperament on teacherâchild closeness.
Highlights: âą This study examined the association between childrenâs temperament and their relationships with parents and teachers.
âą Reactive temperament was positively associated with parent/ teacherâchild conflict and negatively associated with parentâchild closeness. Regulatory temperament was a moderator for the association between reactive temperament and teacherâchild closeness.
âą Improving childrenâs regulatory temperament may be helpful for children with the reactive temperament to have better social relationships with their teachers
The Development of Social Competence in Children with Disabilities
Children with disabilities experience unique challenges in developing social skills critical to achieve their social goals. Although there are individual differences, children with delays and disabilities may struggle to communicate with others, understand gestures, and take other peopleâs viewpoints. These differences may prevent children with disabilities from initiating and sustaining social interactions and, in turn, from developing high levels of social competence (Hebbeler & Spiker, 2016).
To support social development of children with disabilities, it is important to promote positive relationships within the family system as well as the teaching of social skills in inclusive early learning environments (Mahoney et al., 2020). The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a framework for supporting social emotional learning (SEL) from preschool through high school and across home and school settings (Weissberg et al., 2013). CASEL focuses on five SEL core competencies that include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These social and emotional competencies provide a foundation for children to adjust to challenges, develop positive relationships with peers and adults, and engage in learning tasks in ways that can benefit children with disabilities (Durlak et al., 2011).
In this chapter, we first introduce two theoretical frameworks that can guide research and practice relevant to social competence of children with disabilities. Second, we discuss personal and contextual factors that either facilitate or hinder social development of children with disabilities in everyday interactions. Third, we address cultural understandings of disability that influence childrenâs socialization within family and community contexts. Finally, we conclude with the implications of using social intervention approaches for children with disabilities in home, school, and community-based contexts
Examining the roles of child temperament and teacher-child relationships as predictors of Turkish childrenâs social competence and antisocial behavior
The present study examined the concurrent contribution of Turkish childrenâs temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on childrenâs temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on childrenâs temperament and teachers reported on their relationships with children as well as childrenâs social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support childrenâs social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed
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