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Factors Affecting The Quality Of Preschool Teacher-Child Interactions

Year 2021, Volume: 1 Issue: 2, 220 - 232, 30.11.2021

Savaş Evcin Rengin Zembat

https://doi.org/10.29228/tead.14

Abstract

The aim of this article is to compile studies on preschool teacher-child interactions and to provide a Turkish resource for the field. Preschool period is considered to be a period with the highest rate of developmental progress. In this period, the adults in the child’s close environment have significant impacts on development. Most of the time, this adult figure is the parents. However, parallel to the increase in the number of families with two employed parents, young children spend a considerable portion of their time in preschool institutions and interacting with non-parent adults (preschool teachers). Research shows that preschool teacherchild interactions have significant impacts on children’s development. For this reason, many studies have been conducted to determine the factors associated with the quality of teacher-child interaction, yielding different results that are not consistent with each other. This shows the need for further studies to determine the factors affecting the quality of teacher-child interaction.

Keywords

Teacher-child interaction Preschool teacher Preschool Relationship

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Okul Öncesi Öğretmen-Çocuk Etkileşimlerinin Niteliğine Etki Eden Faktörler

Year 2021, Volume: 1 Issue: 2, 220 - 232, 30.11.2021

Savaş Evcin Rengin Zembat

https://doi.org/10.29228/tead.14

Abstract

Bu makalenin amacı okul öncesi öğretmen-çocuk etkileşimlerinin kalitesi ile ilişkili faktörler üzerine yapılmış çalışmaları derleyerek alana Türkçe bir kaynak kazandırmaktır. Okul öncesi dönem gelişimsel ilerleme hızının en yüksek olduğu periyot olarak kabul edilir. Bu dönemde çocuğun yakın çevresinde bulunan yetişkinlerin gelişim üzerinde önemli etkileri vardır. Çoğu zaman bu yetişkin figürü ebeveynlerdir. Ancak her iki ebeveynin de çalıştığı aile sayısındaki artışa paralel olarak, küçük çocuklar zamanlarının önemli bir kısmını okul öncesi kurumlarda ve ebeveyn olmayan yetişkinler (okul öncesi öğretmenler) ile etkileşimde bulunarak geçirmektedirler. Araştırmalar okul öncesi öğretmen-çocuk etkileşimlerinin, çocukların gelişimi üzerinde önemli etkilerinin olduğunu göstermektedir. Bu nedenle öğretmen-çocuk etkileşiminin kalitesi ile ilişkili faktörleri belirlemek amacıyla çok sayıda çalışma yapılmış ancak birbirleri ile uyumlu olmayan, farklı sonuçlara ulaşılmıştır. Bu durum, öğretmen-çocuk etkileşiminin kalitesine etki eden faktörleri belirlemeyi sağlayacak yeni çalışmalara ihtiyaç duyulduğunu göstermektedir.

Keywords

Öğretmen-Çocuk Etkileşimi Okul Öncesi Öğretmen Okul Öncesi,

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Primary Language Turkish
Subjects Other Fields of Education
Journal Section Review
Authors

Savaş Evcin 0000-0002-2744-0554

Rengin Zembat 0000-0002-2377-8910

Publication Date November 30, 2021
Submission Date November 1, 2021
Published in Issue Year 2021 Volume: 1 Issue: 2

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APA Evcin, S., & Zembat, R. (2021). Okul Öncesi Öğretmen-Çocuk Etkileşimlerinin Niteliğine Etki Eden Faktörler. Temel Eğitim Araştırmaları Dergisi, 1(2), 220-232. https://doi.org/10.29228/tead.14
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