Are they different in their relationship perceptions? Cross-cultural comparison between US and Turkish Preschoolers

Sakire Ocak Karabay, Derya Asi (Lead / Corresponding author)

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    Abstract

    In this study, we worked with both Turkish and U.S. samples to reveal how cultural influences might manifest themselves in the context of child-teacher relationships from children’s perspectives. There were 243 preschoolers and 26 classrooms included in the U.S. sample. In the Turkish sample, 211 preschool children from 41 classrooms participated. Data were obtained via interviews and analyzed based on thematic analysis method. Three main categories were identified as positive, negative, and neutral relationship perception. In the Turkish sample, the frequency of the negative relationship perception of children toward their teachers was found to be much higher than positive and neutral relationship perceptions. In the U.S. sample, the positive relationship perception of children was found to be higher than negative and neutral relationship perceptions. Neutral relationship perception was found to be more frequently expressed by children in the U.S. sample. This is one of the leading studies giving an opportunity to hear children’s voices about their relationship perceptions with their teachers, specifically with a cross-cultural viewpoint.

    Original languageEnglish
    Pages (from-to)255-271
    Number of pages17
    JournalJournal of Research in Childhood Education
    Volume36
    Early online date15 Jul 2021
    DOIs
    Publication statusPublished - 2022

    Keywords

    • child-teacher relationship
    • classroom management
    • cultural interactions
    • preschool education
    • Child-teacher relationship

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology

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