Teacher-Child Interaction Quality and Children's Self-Regulation in Toddler Classrooms in Finland and Portugal

Autor/inn/en	Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana
Titel	Teacher-Child Interaction Quality and Children's Self-Regulation in Toddler Classrooms in Finland and Portugal
Quelle	In: Infant and Child Development, 30 (2021) 3, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salminen, Jenni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2222
Schlagwörter	Foreign Countries; Cultural Differences; Teacher Student Relationship; Interaction; Self Management; Toddlers; Child Behavior; Attention; Short Term Memory; Inhibition; Self Control; Emotional Response; Learner Engagement; Correlation; Preschool Education; Finland + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Selbstmanagement; Infant; Infants; Toddler; Kleinkind; Aufmerksamkeit; Kurzzeitgedächtnis; Hemmung; Selbstbeherrschung; Emotionales Verhalten; Korrelation; Pre-school education; Vorschulerziehung; Finnland
Abstract	This study examines the association between teacher--child interaction quality and children's self-regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and 283 Portuguese M = 30, SD = 4 months) toddlers and their teachers (n = 43 Finland; n = 29 Portugal). The children's behavioural self-regulation (attention, working memory, and inhibition control) was individually tested, and the teachers evaluated the children's self-regulation skills in the classroom. The quality of the teacher-child interactions (i.e., emotional and behavioural support and engaged support for learning) was evaluated using the CLASS-Toddler observation instrument. The analyses were conducted with path models using a complex option. The results for Finland show that the engaged support for learning was positively associated with children's attention and inhibitory control, and emotional and behavioural support was positively associated with children's inhibitory control. For Portugal, engaged support for learning was positively associated with children's attention. The results aid in recognizing the characteristics of teacher support that is beneficial to the development of children's self-regulation skills in two sociocultural contexts, hence being of relevance for teacher in- and pre-service training. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01