A1 Journal article (refereed)
Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal (2021)


Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana (2021). Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal. Infant and Child Development, Early online. DOI: 10.1002/icd.2222


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Publication details

All authors or editors: Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana

Journal or series: Infant and Child Development

ISSN: 1522-7227

eISSN: 1522-7219

Publication year: 2021

Volume: Early online

Publisher: John Wiley & Sons

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1002/icd.2222

Open Access: Open access publication published in a hybrid channel

Publication channel open access:

Publication open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/74327


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.


Keywords: teachers; children (age groups); teacher-pupil relationship; interaction; self-regulation (adjustment); toddlers; early childhood education and care

Free keywords: self‐regulation; teacher-child interaction; toddlers


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Ministry reporting: No, publication in press

Preliminary JUFO rating: 1


Last updated on 2021-22-02 at 11:28