Emotional correspondence between preschoolers and teachers: what are the effects on child–teacher relationships?

Derya Sahin Asi, Sakire Ocak Karabay, Damla Guzeldere Aydin

Research output: Contribution to journalArticle

Abstract

The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children.

Original languageEnglish
JournalEducation 3-13: International Journal of Primary, Elementary and Early Years Education
Early online date14 Nov 2018
DOIs
Publication statusE-pub ahead of print - 14 Nov 2018

Fingerprint

emotion
teacher
preschool education
preschool child
student teacher
classroom
questionnaire
ability
interaction

Cite this

@article{3b03df5376544a0d953da84365d73ecb,
title = "Emotional correspondence between preschoolers and teachers: what are the effects on child–teacher relationships?",
abstract = "The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children.",
author = "Asi, {Derya Sahin} and Karabay, {Sakire Ocak} and Aydin, {Damla Guzeldere}",
year = "2018",
month = "11",
day = "14",
doi = "10.1080/03004279.2018.1544579",
language = "English",
journal = "Education 3-13: International Journal of Primary, Elementary and Early Years Education",
issn = "0300-4279",
publisher = "Taylor & Francis",

}

TY - JOUR

T1 - Emotional correspondence between preschoolers and teachers

T2 - what are the effects on child–teacher relationships?

AU - Asi, Derya Sahin

AU - Karabay, Sakire Ocak

AU - Aydin, Damla Guzeldere

PY - 2018/11/14

Y1 - 2018/11/14

N2 - The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children.

AB - The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children.

UR - https://doi.org/10.1080/03004279.2018.1544579

U2 - 10.1080/03004279.2018.1544579

DO - 10.1080/03004279.2018.1544579

M3 - Article

JO - Education 3-13: International Journal of Primary, Elementary and Early Years Education

JF - Education 3-13: International Journal of Primary, Elementary and Early Years Education

SN - 0300-4279

ER -