Children’s Self-Regulation in the Context of Teacher-Child Relationships in Colombia, Turkey, and the United States

Session Type: Paper Symposium

Abstract

Children’s prekindergarten experiences vary widely depending on the cultural context (Yoshikawa et al., 2018; Shapiro, 2021), and research suggests that children with high-quality relationships with their prekindergarten teachers may be better prepared academically and socially for formal schooling than children with poorer quality relationships (Chiu and Chi, 2014; Pianta, 1999; Rau et al., 2015; Rimm-Kaufman and Pianta, 2000). In addition, the quality of early childhood education settings may reflect characteristics of teachers and teachers’ relationships with children, which creates a context for child outcomes, including self-regulation. The purpose of this symposium is to provide empirical findings from different country contexts regarding how teacher characteristics, especially teacher-child relationships, relate to children’s socioemotional outcomes, particularly self-regulation.

Sub Unit

• Education, Schooling

Chair

• Ibrahim Hakki Acar, Özyeğin University

Discussant

• Kathleen Moritz Rudasill, Virginia Commonwealth University

Individual Presentations

• Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten - Presenting Author: Kathleen Moritz Rudasill, Virginia Commonwealth University; Ibrahim Hakki Acar, Özyeğin University; Yaoying Xu, Virginia Commonwealth University

• The Characteristics of Teachers and Children’s Socioemotional Outcomes in Colombia - Presenting Author: Elsa Lucia Escalante Barrios, Universidad del Norte

• Turkish Children’s Self-Regulation and Learning Behaviors in the Context of Teacher-Child Relationships - Presenting Author: Ibrahim Hakki Acar, Özyeğin University; Mefharet Veziroglu Celik, Istanbul Medipol University; Kathleen Moritz Rudasill, Virginia Commonwealth University; Martinique Sealy, Virginia Commonwealth University