A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal (2021)

Salminen, J., Guedes, C., Lerkkanen, M.-K., Pakarinen, E., & Cadima, J. (2021). Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal. Infant and Child Development, 33(3), Article e2222. https://doi.org/10.1002/icd.2222

JYU-tekijät tai -toimittajat

Lerkkanen, Marja-Kristiina
Pakarinen, Eija
Salminen, Jenni

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana

Lehti tai sarja: Infant and Child Development

ISSN: 1522-7227

eISSN: 1522-7219

Julkaisuvuosi: 2021

Volyymi: 33

Lehden numero: 3

Artikkelinumero: e2222

Kustantaja: John Wiley & Sons

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1002/icd.2222

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/74327

Tiivistelmä

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.

YSO-asiasanat: opettajat; lapset (ikäryhmät); opettaja-oppilassuhde; vuorovaikutus; itsesäätely (psykologia); taaperoikäiset; varhaiskasvatus

Vapaat asiasanat: self‐regulation; teacher-child interaction; toddlers

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2021

JUFO-taso: 1