In preschool period, children learn to be attuned to society by means of teacher's leading and their peers. Teacher's classroom management skills have an important role to promote positive behaviors, arranging educational environment, creating and maintaining flexible classroom atmosphere. Rules are required to be maintained regularly for desired behaviors. The study is aimed to determine the rules, foreseen by teachers, and assess children's awareness. The participants are 30 preschool teachers and their 300 students in classrooms. To gather data, "Classroom Rules and Teacher Information Form" and "Semi-structured Play Interview Form" are used and data is qualitatively analyzed. Results showed that not only common sights between teachers' perspectives and children's perspectives concerning classroom rules but also some differences were established. The rules are about cleaning-order, behaviors in classroom, harmlessness. While teachers indicate that they exhibit positive attitudes in the case of not obeying the rules, children specified that teachers exhibit negative attitudes such as being anger or using punishment.
Childhood, specifically the early years, has been considered as the unique period in which the quality of significant relationships is very critical to understand the developing child. According to attachment theory, sensitivity and responsiveness of primary caregiver, usually the mother, are significant components to meet the needs of the baby (Bowlby 1973; Ainsworth 1969, 1989). These two critical characteristics of the primary caregiver can promote a secure-based relationship between baby and mother. The quality of these kind relationships would have powerful effect in determining the quality of other relationships formed throughout whole life (Bowlby 1973; Ainsworth 1969, 1989; Ainsworth and Bowlby 1991; Sroufe 2000). Although attachment relationships have some distinguished characteristics, each has been shaped by earlier relationship experiences. Sensitive and responsive nurturing style of the primary caregiver would guarantee the operation of secure-based attachment relationships that would also be important to reflect relationship perceptions into other relationships formed throughout life (Akister 1998; Goldberg 2000).
The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasized in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total 39 preschool teachers and 119 preschool children (55 girls and 64) boys from five public preschools were participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations bu using MPAC-R/S in order to assess child's abilities to express and regulate emotions. The results showed that children's emotional states were effective on teacher's relationship perception, and that teacher's emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children.
ÖzÖğretmenin belli bir öğrenciyle kurduğu ilişkiyi rapor ettiği, alanda yaygın olarak kullanılan güvenilir ve geçerli nadir ölçme araçlarından biri, "Öğrenci-Öğretmen İlişki Ölçeği" dir. Orijinal adı Student -Teacher Relationship Scale (STRS) olan Pianta (1999, 2001) tarafından geliştirilmiştir. Bu çalışmada, son yıllarda kullanım kolaylığı nedeniyle alanda yaygın biçimde uygulanmaya başlanan "Öğrenci-Öğretmen İlişki Ölçeği-Kısa Formu" nun Türkiye'deki geçerlik ve güvenirlik bulgularına ilişkin bir uyarlama yapılmıştır. Kolay ulaşılabilir örnekleme yoluyla amaca uygun olarak belirlenen 22 kurum, 830 çocuk ve ölçekleri dolduran 165 öğretmen ile çalışma yürütülmüştür. Ölçeğin kısa formu 15 maddeden oluşan, yakınlık ve çatışma alt boyutlarını içeren 5' li likert tipi bir ölçektir. Yapılan güvenirlik analizleri sonunda, iç tutarlılık kat sayısı toplam puan açısından (cronbach alfa) .82 olarak bulunmuştur. Alt ölçekler boyutunda değerlendirildiğinde çatışma alt ölçeği iç tutarlık katsayısı .84, yakınlık alt ölçeği iç tutarlık katsayısı ise. 76 olarak hesaplanmıştır. Test-tekrar test güvenirlik katsayıları çatışma alt ölçeği için .87, yakınlık alt ölçeği için .83, ve toplam puanda .83 olarak hesaplanmıştır. Ölçekte yer alan 15 madde iki faktörlü yapıya zorlandığında ortaya çıkan bulgular ölçeğin orijinal kısa formundaki iki faktörlü yapısının korunduğunu göstermektedir. Ayrıca doğrulayıcı faktör analizine ilişkin bulgular öğrenci-öğretmen ilişki ölçeğinin doğrulayıcı yapı geçerliğinin sağlandığını göstermektedir. AbstractOne of the rare, reliable, and valid measurement tools widely used in the field is "Student -Teacher Relationship Scale" (STRS), which was developed by Pianta (1999, 2001). This scale reflects teacher's perception about his/her relationship with a particular student in the class. In this study, we examined the validity and reliability of the Turkish version of "Student-Teacher Relationship Scale -Short Form", which has been widely used in recent years because of its practicality. Data were collected from 22 institutions and 830 children, and 165 teachers filled out scale for the first five students on their classroom lists. The short form of the scale is a 5 point Likert-type scale with 15-items, including the dimensions of closeness and conflict. At the end of the reliability analysis, internal consistency coefficient for the total score (Cronbach's alpha) was found to be .82. When subscales were considered, in the conflict subscale internal consistency coefficient was found.84, and for closeness it was .76. Test-retest reliability coefficients for conflict subscale were .87, .83 for closeness subscale, and .83 for the total score. The findings showed that the scale displayed two-factor structure of the original short form. Additionally, confirmatory factor analysis indicated that the structure of "Student-Teacher Relationship Scale-Short Form" has been established adequately.
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