Acar, İbrahim HakkıHong, Soo-YoungWu, ChaoRong10.07.20192019-07-1010.07.20192019-07-102017Acar, 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.2017.13808841350-293X1752-1807https://dx.doi.org/10.1080/1350293X.2017.1380884https://hdl.handle.net/20.500.12511/2388WOS: 000416559800006The 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.eninfo:eu-repo/semantics/openAccessPreschool ChildrenPeer InteractionsTeacher ScaffoldingTeacher PresenceClassroom ContextsArticle25686688410.1080/1350293X.2017.1380884Q4Q2