Examining the role of teacher presence and scaffolding in preschoolers' peer interactions

Basit Öğe Kaydı
dc.authorid0000-0003-4007-5691
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorHong, Soo-Young
dc.contributor.authorWu, ChaoRong
dc.date.accessioned10.07.201910:49:13
dc.date.accessioned2019-07-10T19:52:22Z
dc.date.available10.07.201910:49:13
dc.date.available2019-07-10T19:52:22Z
dc.date.issued2017
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.descriptionWOS: 000416559800006
dc.description.abstractThe current study aimed to examine the associations between teacher presence and social scaffolding and preschool children's peer interactions. Using a time sampling method, peer interactions of 22 four-and five-year-old preschoolers (12 girls; M-age = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacher's social scaffolding was positively associated with children's positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for children's positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions.
dc.identifier.citationAcar, İ. H., Hong, S. Y. ve Wu, S. (2017). Examining the role of teacher presence and scaffolding in preschoolers' peer interactions. European Early Childhood Education Research Journal, 25(6), 866-884. https://dx.doi.org/10.1080/1350293X.2017.1380884
dc.identifier.doi10.1080/1350293X.2017.1380884
dc.identifier.endpage884
dc.identifier.issn1350-293X
dc.identifier.issn1752-1807
dc.identifier.issue6
dc.identifier.scopusqualityQ2
dc.identifier.startpage866
dc.identifier.urihttps://dx.doi.org/10.1080/1350293X.2017.1380884
dc.identifier.urihttps://hdl.handle.net/20.500.12511/2388
dc.identifier.volume25
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEuropean Early Childhood Education Research Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectPreschool Children
dc.subjectPeer Interactions
dc.subjectTeacher Scaffolding
dc.subjectTeacher Presence
dc.subjectClassroom Contexts
dc.titleExamining the role of teacher presence and scaffolding in preschoolers' peer interactions
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
Acar-Ibrahimhakki-2017.pdf
Boyut:
1.28 MB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin / Full Text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Eğitim Fakültesi, Okul Öncesi Öğretmenliği Makale Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu