This quasi-experimental study examined the effects of the Promoting Alternative Thinking Strategies (PATHS) Preschool Program on the outcomes of children's social-emotional competence, perceived relationships between teacher and children and teachers' ability to create a positive classroom atmosphere. Two hundred and eighty five children (48-72 months) and teachers in Izmir participated in the intervention, and 280 children (48-72 months) and teachers participated as comparison group. Intervention teachers implemented PATHS in their classrooms. For data triangulation, multiple sources of data were collected in the study. Classrooms were observed using two different scales. Teacher rated students using another two different scales. Children were assessed with an interview to evaluate their perceptions of relationships. Intervention group teachers reported greater improvement of children's social-emotional skills, interpersonal relationship skills and emotion regulation. Furthermore, when observed intervention group children showed higher levels of pro-social behaviour, increased levels of compliance, better problem solving skills and more positive feelings. Intervention group children also described their relationships with their teachers as significantly more positively. Finally, intervention group teachers perceived more dependency in their relationships with children.
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.
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.
This study aims to evaluate the effects of "Classroom Management Training Programme" on preschool teachers' teaching styles regarding classroom management practices and children's behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-testintervention-post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semi-structured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group's children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.selected from the schools in İzmir by convenience sampling method. In this quasiexperimental study with a pre-test-intervention-post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group's children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of "Classroom Management Training Programme" on preschool teachers' teaching styles regarding classroom management practices and children's behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-test-intervention-post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group's children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of "Classroom Management Training Programme" on preschool teachers' teaching styles regarding classroom management practices and children's behaviors in ...
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