Examining the predictive effect of teacher–child relationship on young children’s self-perception

ABSTRACT

The aim of the study is to examine the predictive effect of teacher–child relationship on children’s self-perception. Sample group of the study consisted of 104 children in the age group of 5 years attending preschool education in Samsun (Turkey). Student-Teacher Relationship Scale (STRS) and The Pictorial Scale of Perceived Competence and Social Acceptance were used. Among children, 51 (49.0%) were girls and 53 (51.0%) were boys. According to the results, it was determined that conflict and dependency, which were among the teacher–child relationship variables, had no statistically significant correlation with young children’s self-perception variables. Conflict and dependency did not predict statistically significantly the self-perception variables. Closeness did not predict statistically significantly cognitive competence and physical competence levels. Additionally, closeness predicted statistically significantly peer acceptance maternal acceptance and total self-perception.

KEYWORDS:

• Teacher–child relationships
• self-perception
• young children

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Alev Önder

Alev Önder is a professor in Bahçeşehir University, İstanbul, Turkey. His research interests include educational drama, selfperception, environmental education, resiliency in early childhood. Some of his articles have been published in the following journals: Early Child Development and Care, International Journal of Social Sciences and Education Research, European Early Childhood Education Research Journal, Journal of Research in Childhood Education, International Online Journal of Primary Education, Educational Sciences: Theory & Practice. Some of his books: Educational drama practices for preschool children (Eğiten Publishing, 2017), Educational drama for living learning (Nobel Publishing, 2016), Sustainable child development: Environmental education with activities in pre-school (Anı Publishing, 2013).

Hülya Gülay Ogelman

Hülya Gülay Ogelman is an associate professor in Balıkesir University, Balıkesir, Turkey. Her research interests include social skills, peer relationships, environmental education, school adjustment, resiliency in early childhood. Some of her articles have been published in the following journals: Early Education and Development, Death Studies, European Early Childhood Education Research Journal, Early Child Education Journal, Education: 3–13, Journal of Research in Education, Educational Research and Reviews, Social Behavior and Personality, Early Child Development and Care, Vulnerable Children and Youth Studies, Eurasian Journal of Educational Research, and Education. Some of her books: Social skills in preschool period (PegemA Publishing: 2009), Peer relationships in preschool period (Eğiten Publishing: 2018), Earthquake awareness program in early childhood (Eğiten Publishing: 2012), Social skills in the first years of life (Editor- Eğiten Publishing: 2018), Development in early childhood (Editor- Eğiten Publishing: 2019), Play in early childhood (Editor- Eğiten Publishing: 2019).

İlkay Göktaş

İlkay Göktaş is a lecturer in Ondokuz Mayıs University, Samsun, Turkey. She is also pursuing a PhD degree at the Department of Preschool Education, Marmara University, İstanbul. Her research interests are targeted to preschool education and include social skills and family participation. Some of her research outcomes have been presented in respected conferences and published in proceedings and journals.