European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 5 │ 2017
doi: 10.5281/zenodo.439586
PREDICTION OF EMOTIONAL UNDERSTANDING AND
EMOTION REGULATION SKILLS OF 4-5 AGE GROUP CHILDREN
WITH TEACHER-CHILD RELATIONS
Esra Derelii
Eskişehir Osmangazi University, Faculty of Education,
Primary Education Department – Preschool Education,
Eskişehir, Turkey
Abstract:
The objective of the present study is to examine whether teacher-child relations predict
children’s emotional understanding and emotion regulation skills. The study was
conducted with relational screening model, one of the screening models. Study sample
included 373 children between the ages of 4 – 5 that attend preschool educational
institutions. A personal information form, Teacher – Child Relationship Scale, Emotion
Regulation Checklist and Wally Feeling Understanding Test were utilized as data
collection tools. Data were tested with Pearson correlation coefficient and multiple
regression analysis. Study findings demonstrated that there was a significant
correlation between teacher – child relations sub-dimensions and emotion regulation
and emotional understanding skills. Furthermore, it was determined that teacher –
child relation sub-dimensions significantly predicted emotional understanding and
emotion regulation skills sub-dimensions.
Keywords: teacher-child relations, emotion development, emotional understanding,
emotion regulation, preschool period
1. Introduction
Significance of the conditions of social environment and especially the role of the
opportunities that family and immediate environment provide for the child on the
emotional, social and intellectual development of the child are undeniable (Kartal, 2007;
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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Topbaş,
. Teacher – child relations are an important source of support for the
adaptation of children to school environment and their relations with their peers
(Hamre and Pianta, 2001; Hughes and Chen, 2011). According to bioecological theory,
multiple contexts (such as home and school) that affect child development. Consistent
and mutual relationships established with individuals within these contexts produce
results that would affect the child’s future life. Quality and nature of close relationships
are shaped by child’s traits and environmental characteristics (family and teacher
behavior . Child’s traits and environmental characteristics together cause harmony or
disharmony in significant developmental areas such as peer relations (Rudasill et al.,
2013). Close relationship processes are directly or indirectly shaped by various
ecological systems. Individuals’ intimate settings or microsystems include families,
workplaces and academic institutions. Relations between two or more microsystems are
called mesosystems.
Ecosystems include environmental factors that affect development indirectly
such as the effects of the family and workplace on the child. The broadest and farthest
effect on individual’s development belongs to the macro system (Walls, 2016). Teacher –
child relations that belong to both mesosystem and macro system directly affect the
physical environment where the child is raised such as the abundance of stimuli, the
magnitude and safety of child’s class or setting, peer interactions, teacher attitude,
teacher – child relationship and educational attitudes of preschool educators, and
child’s behavioral styles Yumuş,
.Positive teacher – child relations allow the
development of social interactions that are necessary to effectively cope with the
discussions and difficulties (Rudasill and Rimm-Kaufman, 2009). These relations also
promote positive perceptions of the child about the school in general and provide social
support by creating safe actions in academic and social environment. It is possible for
the children to distance themselves from the school, experience loneliness and exhibit
lower academic performance and social competence without these types of social
resources (Birch and Ladd, 1997; Pianta, Nimetz and Bennett, 1997). Teachers play a
significant role in cognitive, social-emotional and academic development of children. By
listening to their concerns and calming their sad feelings, teachers relax the children.
Teacher – child relationship has three dimensions of conflict, dependence and closeness.
Close relationship requires high levels of intimacy and support between the teacher and
the child. It is more probable for children who have close relations with their teachers to
request assistance from their teachers when necessary, to fulfill the requests of their
teachers and behave in a collaborative fashion in the classroom. Dimension of closeness
in teacher – child relations affects social-emotional development. Closeness dimension
is related to high social competence, prosocial behavior, low aggressive and destructive
behavior (Hamre and Pianta, 2001; Pianta, 1999; Pianta and Stuhlman, 2004; Hughes,
Bullock and Coplan, 2014). Conflicting approach, hostile or argumentative interaction in
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teacher – child relationship could be defined as incoherence between teacher and the
child. Students could reject the ideas of their teachers, the could refuse to cooperate and
oppose. High level conflicting relationship is related to negative social-emotional
outcomes and behavioral problems such as aggressiveness, hyperactivity and nonconformity to classroom rules (Birch and Ladd, 1997; Pianta and Stuhlman, 2004).
Dependence dimension in teacher – child relationship is defined as extreme trust the
student has for the teacher. Children with extreme dependence act possessive towards
their teachers and they trust their teacher in resolving social-emotional and academic
problems. Children with a dependence relationship with their teacher could prefer to
communicate with their teachers more instead of their peers when compared to their
peers (Birch and Ladd, 1997; Pianta and Stuhlman, 2004). Children with excessive
confidence in their teachers could miss the fine details in peer relationships and social
withdrawal, low social competence, solitude and anxiety could be observed in these
children (Hughes, Bullock and Coplan, 2014).
Skills of understanding and regulating emotions are significant behavioral
elements in individuals initiating and maintaining positive interactions with others
(Gormley et.al,
Vural and G(rşimşek,
. Early childhood is a critical period for
the development of children’s understanding of emotions, emotion regulation skills,
value systems and self-confidence social competence (Berk, 2000; Blair et.al, 2004;
Carlson ve Wang, 2007). Experiences of children in early childhood education classes
are affected substantially by their relations with their teachers. Quality teacher – child
relation is the determinant of the children’s socio-emotional, behavioral and academic
achievements (Gregoriadisa and Grammatikopoulosb, 2014). Understanding emotions
is to understand emotional expressions, inner emotions, predecessors and outcomes of
their and others’ emotions LaBounty et al., 2008). Understanding emotions includes
understanding emotional expressions (facial and body expressions), and a)
understanding the reasons of the feelings of others, b) understanding emotional
evidences of others, c) understanding multiple emotions, d) limited use of emotion
expression methods to establish communication with others, e) coping with emotions
(Southam-Gerowa and Kendall, 2002).
Emotion regulation skills are individual’s controlling, monitoring, assessing and
changing her or his emotional reactions to fulfill goals (Thompson, 1994). Emotion
regulation skills basically include emotion regulation and emotion lability/negativity
dimensions. Emotional regulation is the skill to regulate individual’s emotional stimuli
to conform to the environment, cope with negative emotions and sustain positive
emotions (Shields and Cicchetti, 1997; Thompson, 1994). Emotion regulation is a
significant factor for the individuals to reach their goals and to be complying with social
life (Cole, Martin and Dennis, 2004). Emotion lability/negativity, on the other hand, is
responding emerging emotional stimuli rapidly and at the same time, experiencing
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problems in eluding negative emotional reactions (Dunsmore, Booker and Ollendick,
2013).
Positive teacher – child relations is perceived as low level conflict with the child,
low dependence and high closeness by the teachers. Children whose relationship with
their teacher is defined by respect and compassion perceive their teachers as a source of
trust. As a result, these types of relationships form a basis and a model for the children
to develop positive behavior. Negative teacher – child relationships are defined as high
conflict and dependence, low closeness and considered as risk factors for the academic
achievement of the children. In negative teacher – child relationships, children are
perceived as extremely aggressive, ill-tempered or importunate by the teachers; there is
a continuous conflict between the teacher and the child. Especially, negative teacher –
child relationship during early childhood is quite harmful since it could block the
feeling of trust formation in children. Teacher – child relationship has an important
effect on early childhood age children to acquire emotion regulation skills. Early
childhood is the most adequate period to help the child to achieve emotional skills. In
this period, children not achieving emotional skills through adequate educational
arrangements would create risks of social, academic, emotional and behavioral
problems in the child’s development process. Pianta, 1999; Pianta et.al, 1995; Rudasill
and Rimm-Kaufman, 2009).
Relationships where teachers are sensitive for the needs of children contribute to
the social, emotional and behavioral development of the children. Within the positive
relationship environment between the teacher and the child, the teacher could observe
how the child expresses and regulates her or his emotions. When teacher has
information about the child’s skills of understanding emotions and emotion regulation,
it helps the teacher to plan the emotional support that the children need. Furthermore,
the teacher could contribute to emotional development of the child by being a guide
and model for the child to recognize, name and adequately express the emotions when
she or he experiences when she or he is disappointed, feeling sad or angry (Novick,
2004; Antidote, 2003)
Preschool age is of critical importance for the children to achieve the skills of
understanding emotions and emotion regulation. It is considered that teacher –child
relation is of extreme significance in children acquiring emotion regulation skills. Thus,
the objective of the present study was to investigate whether teacher – child
relationship predicted emotional understanding and emotion regulation skills of
preschool children.
1.1 Aim of the Study
The objective of the present study is to examine whether teacher – child relations
predict emotional understanding and emotion regulation skills of children.
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2. Method
Research model, universe, sample, data collection tools and data analysis are discussed
in this section.
2.1 Research Model
The present study was conducted with relational screening model, one of the screening
research models. Screening model is a research approach that aims to describe a past or
present situation as it is (Karasar, 2010).
2.2 Universe and Sample
Research universe includes 4 and 5 years old children that attend state preschool
educational institutions at Eskişehir city center in Turkey. Study sample consisted of
373 children who attended preschool education institutions. The sample was selected
with one of the purposive sampling methods, criterion sampling method. Sampling
criteria were determined as being in 4-5 age group, attending a preschool educational
institution, and not having a developmental problem.
Table 1: Demographics variables of research sample
Variables
Status
f
%
Gender of Child
Girl
Boy
162
211
43.43
56.57
Age of Child
4 age
5 age
188
185
50.40
49.60
Mother Education
Elementary education
Secondary education
University
Mater/ Phd.
87
112
138
36
23.32
30.02
37.01
9.65
Father Education
Elementary education
Secondary education
University
Mater/ Phd.
72
138
136
27
19.30
37.01
36.46
7.23
Family İncome.
0-1000 TL
1001-2000 TL
2001-3000 TL
3001-4000 TL
More than 4000 TL
46
103
57
70
97
12.33
27.61
15.28
18.77
26.01
The research was carried out through the data gathered from 162 (43.43 %) female and
211 (56.57 %) male preschool education children. In the study groups, 50.40 % of the
participants had 4 age and 49.60 % had 5 age. 23.32 % of the participants had
elementary school graduate mothers, 30.02 % of the participants had secondary school
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graduate mothers, and 37.01 % of the participants had university and 6.65 % master/
doctoral graduate mothers. 19.30 % of the participants had elementary school graduate
fathers, 37.01 % of the participants had secondary school graduate fathers, and 36.46 %
of the participants had university and 7.23 master/ doctoral graduate fathers. 39.94 % of
the participants were from the lower socio-economic level, 34.05 % of the participants
were from the middle socio-economic level and 26.01 % of the participants were from
the upper socio-economic level.
2.3 Data Collection Tools
A. Personal Information Form
This is the form that was used to identify the personal attributes (age, gender, motherfather education level, family income) of the children in the sample group.
B. Teacher – Child Relationship Scale
Teacher – Child Relationship Scale was developed by Pianta (1996) based on
relationship between teachers and children, perception and evaluate of teachers in 4-8
age group. The scale includes a three-factor structure with 28 items and five-point
likert-type. Test-retest reliability coefficient is .92 for conflict dimension subscale, .88 for
closeness dimension subscale, .79 for dependence dimension and .89 for the whole
scale. Scale internal consistency coefficients (Cronbach alpha) are .92 for conflict
dimension subscale, .86 for closeness dimension subscale, and. 64 for dependence
dimensions Pianta,
. The scale was adapted by Şahin (2014) to Turkey for children
in the 4-6 age group. The Turkish scale includes a three-factor structure with 28 items.
Conflict dimension factor loads vary between .50 and .80; closeness dimension factor
loads vary between .50 and .80; and dependence dimension factor loads vary between
.45 and .62. Scale internal consistency coefficients (Cronbach alpha) are .84 for conflict
dimension subscale, .80 for closeness dimension subscale, .72 for dependence
dimension subscale and .86 for the whole scale. Confirmatory factor analysis for the
scale was tested by Yüksek – Usta (2014) and the scale was determined as a good fit
(GFI = .80, NFI = .89, CFI = .93, RMSEA = .079).
C. Emotion Regulation Checklist – Teacher Form
The scale was developed by Shields and Cicchetti (1997) to determine emotion
regulation and control skills of preschool and school-age children. The scale contains
two subscales: Emotion lability / Negativity dimension includes 15 items, whereas
Emotion Regulation dimension includes 8 items, while there is a separate item which
does not have a factor load in neither subscale. Emotion regulation dimension Cronbach
alpha coefficient is .83 and Emotion Lability / Negativity dimension Cronbach alpha
coefficient is .92.
The scale was adapted to Turkey for 4-5 age group children by Danışman, Dereliİman, Akın-Demircan and Yaya (2015). Initially, two-factor structure of the scale was
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tested with confirmatory factor analysis; however, it was observed that the data did not
confirm the two-factor structure. As a result of conducted explanatory factor analysis, a
two-factor structure that explained 81.12% of the total variance was obtained and it was
observed that the item that was excluded from both factors in the original scale was
included in the first factor. To confirm the obtained structure, confirmatory factor
analysis was conducted and it was determined that the model was an acceptable fit
GFI = . , AGFI = . , CFI = . , RMSEA = . , χ2/sd = 2.83). Cronbach alpha coefficient
for the whole scale was .88, and .98 and .98 for the sub-dimensions (Danişman, Dereliİman, Akın – Demircan and Yaya, 2015).
D. Wally Feeling Test
It was developed to identify preschool children’s terms of emotion by Webster-Stratton,
Reid and Stoolmiller (2008). In this test, eight pictures that depict positive and negative
moods are shown to children and the children are asked to identify what the children in
the pictures feel. The test was used to measure emotional understanding of 1,700
children and it was determined that the test was differential. This test is used in several
countries to assay emotional understanding of children. The test was adapted to Turkey
for 4-5 age group children by the author. Initially, two-factor structure of the test
(understanding positive and negative moods) was tested with confirmatory factor
analysis and it was observed that the data confirmed the two-factor structure.
Confirmatory factor analysis established that the model was a good fit (GFI = .93, AGFI
= . , CFI = . , RMSEA = . , χ2/sd = 1.813). Factor loads obtained demonstrated that
the scale could also be used in a single-factor structure. Cronbach alpha coefficient
calculated for the scale was .87, and .94 and .87 for the sub-dimensions.
2.4 Data Collection
Teacher – Child Relationship Scale and Emotion Regulation Checklist was filled out by
the teacher of the participating children. Emotional understanding test was applied to
children individually by the author. Before the scales used in the research were applied,
the approval of Eskişehir Province National Education Directorate was obtained.
Furthermore, consent of parents and preschool teachers were obtained prior to
presenting the research scales. Parents and preschool teachers responded to the scales
on a voluntary basis.
2.5 Data Analysis
Normal distribution of data was examined with Kolmogorov – Smirnov Test prior to
data analysis. Kolmogorov – Smirnov test did not yield significant results and thus,
identified the normal distribution of all data. It was observed that Kolmogorov –
Smirnov values varied between .97and .478 for dependent and independent variables.
Furthermore, analysis of skewness and kurtosis coefficients demonstrated that
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skewness coefficients changed between .046 and .343, and kurtosis coefficients changed
between .156 and -576. Lower than 1 skewness and kurtosis values reflected normal
distribution. Single variable normality was tested with Z-values, multivariate normality
and extreme values were examined using Mahalanobis Distance test. No extreme
values and any factors that affected multivariate normality were observed.
Data analysis was conducted with SPSS 21.0 software. Correlation between
teacher – child relationship sub-dimension scores and children’s emotional
understanding and emotion regulation skills sub-dimension scores was tested with
Pearson correlation coefficient; whether teacher – child relationship sub-dimension
scores predicted children’s emotional understanding and emotion regulation skills subdimension scores was tested with multiple regression analysis (Büyüköztürk, 2009).
3. Findings
In this section, information on the correlation coefficient between teacher– child
relationship, emotional understanding and emotion regulation skills of 4-5 years old
children, and whether teacher–child relationship predicted their emotional
understanding and emotion regulation skills are discussed.
Table 2: Correlations between the variables
Conflict (1)
Closeness (2)
Dependence (3)
Emotion Lability/Negativity (4)
Emotion Regulation (5)
Total Understanding Feelings(6)
1
2
3
4
5
6
1
-.402**
.278**
.561**
-.417**
-.737**
1
.199**
-.138*
.440**
.344**
1
.283**
-.090
-.187**
1
-.314**
-.471**
1
.315**
1
**p<.01, *p<.05
Table 2 indicate that there was positive correlation between conflict and emotion lability
/ negativity (r = .56, p< .01), negative correlation between conflict and emotion
regulation (r = -.41, p< .01), negative correlation between conflict and total
understanding feelings (r = -.73, p< .01).
There was negative correlation between closeness and emotion lability /
negativity (r = -.13, p< .05), positive correlation between closeness and emotion
regulation (r = .44, p< .01), pozitive correlation between closeness and total
understanding feelings (r = .34, p< .01). There was positive correlation between
dependence and emotion lability / negativity (r = 28, p< .05), negative correlation
between dependence and total understanding feelings (r =- .18, p< .05),
There was negative correlation between emotion lability/negativity and total
understanding feelings (r= -.47, p< .01). Negative correlation between emotion
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lability/negativity and emotion regulation (r=- .31, p< .01). There was positive
correlation between emotion regulation and total understanding feelings (r =.31, p<
.01),.
Multiple regression analysis was conducted to determine the level that teacher –
child relationships predicted emotional understanding and emotion regulation skills.
Table 3: Results of Multiple Regression Analysis Related to Prediction of
Total Understanding Feelings with Teacher Child Relations
Unstandardized
Model
Teacher-Child
Relations
Understandi
ng Feelings
Standardized
B
Std.
Eror
(Constant)
6.727
.581
Conflict
Closeness
Dependence
-.116
.036
.019
.011
.014
.017
Beta
t
F
R2
∆
R2
61.653*
*
.358
.352
-.571
.123
.059
11.574*
*
-10.855*
2.492*
1.123
**p<.01, *p<.05
Results indicate that teacher-child relations subdimensions predicted total
understanding feelings significantly [R2= .358; F = 61.653, p< .01]. It was also observed
that teacher-child relations subdimensions explained 35.8 % of the total variance in total
understanding feelings dimension scores. According to regression equation in and
dependent variables t-test results, conflict dimension (β= -.571; p<.01) was the strongest
predictor of total understanding feelings followed by the closeness dimension (β= .123
p<.01).
Table 4: Results of Multiple Regression Analysis Related to Prediction of
Emotion Lability/Negativity with Teacher Child Relations
Unstandardized
Model
Teacher-Child
Relations
Emotion
Lability/
Negativity
(Constant)
Conflict
Closeness
Dependence
Standardized
B
Std.
Hata
7.788
.761
.172
.296
3.577
.066
.089
.105
Beta
t
F
R2
∆
R2
2.177*
11.614**
1.939
2.813**
78.216**
.414
.409
.584
.091
.140
**p<.01, *p<.05
It was observed that teacher-child relations subdimensions predicted emotion lability/
negativity significantly [R2= .414; F = 78.216 , p< .01]. It was also observed that teacherchild relations subdimensions explained 41.4 % of the total variance in emotion lability/
negativity dimension scores. According to regression equation in and dependent
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variables t-test results, conflict dimension (β= .584; p<.01) was the strongest predictor of
emotion lability/ negativity followed by the dependence dimension (β= .140 p<.05).
Table 5: Results of Multiple Regression Analysis Related to Prediction of
Emotion Regulation with Teacher Child Relations
Unstandardized
Model
5ğretmenÇocuk İlişkisi
Emotion
Regulation
(Constant)
Conflict
Closeness
Dependence
Standardized
B
Std.
Hata
20,553
-,125
,341
-,134
1,985
,036
,049
,058
Beta
t
F
R2
∆
R2
33.746
.234
.227
-,197
,375
-,131
10,357
-3,431
6,951
-2,297
**p<.01, *p<.05
Results indicate that teacher-child relations subdimensions predicted emotion
regulation significantly [R2= .234; F = 33.746, p< .01]. It was also observed that teacherchild relations subdimensions explained 23.4 % of the total variance in emotion
regulation dimension scores. According to regression equation in and dependent
variables t-test results, closeness dimension (β= .375; p<.01) was the strongest predictor
of total understanding feelings followed by the conflict dimension (β=- .197p<.01), and
by the dependence dimension(β=- .131, p<.01).
4. Discussion
Study findings demonstrated that there was a positive correlation between conflict subdimension and emotion lability/negativity sub-dimension of teacher – child relationship
and a negative correlation between emotion regulation and total emotional
understanding. There was a negative correlation between closeness dimension and
emotion lability/negativity dimension of teacher – child relationship, while there was a
positive correlation between emotion regulation dimension and total emotional
understanding dimension. There was a positive correlation between dependence
dimension and emotion lability/negativity dimension of teacher – child relationship,
while there was a negative correlation between dependence dimension and total
emotional understanding dimension. A negative correlation was found between
emotion lability/negativity and emotion regulation and total emotional understanding.
There was a positive correlation between emotion regulation and total emotional
understanding.
The present study investigated the prediction of emotional understanding and
emotion regulation skills of preschool children by teacher – child relationships. Study
findings demonstrated that teacher – child relationship significantly predicted
emotional understanding and emotion regulation skills of the children.
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Standardized regression coefficient and independent variables t-test results
showed that conflict and closeness sub-dimensions of teacher – child relationship had
significant effects on children’s emotional understanding skills. Teacher – child
relationship conflict dimension had negative prediction effect on emotional
understanding closeness dimension had positive prediction effect. Closeness teacher –
child relationship subscale scores include adequately taking care of the child and being
responsive and having positive emotional interactions. High closeness scores
demonstrate that the teacher perceives the child as a good child and the child perceives
the teacher as a supportive adult and utilized the teacher as an active resource Şahin,
2014). In preschool level, teacher – child relation plays a significant role in fulfilling
social, emotional and physical needs of the child as well as the parent- child
relationship (Eraslan- Çapan, 2009). For development of emotional skills, it is important
for primarily the teacher, family and adults close to the child to be sensitive to the basic
emotional needs of the child such as recognition, acceptance, appreciation, promotion,
love and affection, respect, support, trust and consolation when necessary, and provide
for these needs (Bowlby, 1997). Close relationship of the teacher with the children, his
or her sensitivity for children’s needs, empathy, and children feeling safe and peaceful
and in an environment of respect in the classroom could develop children’s emotional
understanding. Meanwhile, the fact that teacher acted as a guide and a model in the
child recognizing, naming and expressing the emotions she or he experienced when she
or he was disappointed, sad or angry could have contributed to the positive emotional
interaction and affected children’s emotional understanding Pianta, Hamre and
Stuhlman, 2003; Hamre and Pianta, 2016; Hamre and Pianta 2001; Nissen and Hawkins,
2010; Webster-Stratton, 1999; Webster-Stratton and Reid, 2004).
Teacher – child relationship conflict subscale scores include the behavior of the
child that are perceived as negative by the teacher, their negative interactions in the
emotional dimension and lack of active management of the behavior. High conflict
scores defined by the teacher indicate possible disagreements experienced with the
child, not being able to know how to cope with the child emotionally and not being able
to define herself or himself as an effective component of that relationship. Conflicts
experienced in teacher – child relationship could cause the teacher to focus on
undesired behavior of the child, the child to think she or he was not understood, and
feel herself or himself under threat in the classroom and introversion and failing to
understand the emotions related to these experiences (Webster-Stratton, 1999; WebsterStratton and Reid, 2004). Furthermore, when the teacher does not know how to cope
with conflict, the teacher might not able to meet emotional needs of the child and could
not approach the child emotionally. This could create a negative prediction effect on
children’s emotional understanding.
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Standardized regression coefficient and independent variables t-test results
showed that conflict and dependence sub-dimensions of teacher – child relationship
had significant effects on emotion lability/negativity sub-dimension of children’s
emotion regulation skills. Teacher – child relationship conflict and dependence
dimensions had positive prediction effect on emotion lability/negativity. Emotion
Lability/Negativity subscale of emotion regulation is responding to emerging emotional
stimuli in a rapid, rashly, impulsive manner, and at the same time, experiencing
difficulties in evading negative emotional reactions (Dunsmore, Booker and Ollendick,
2013). Teacher – child relationship dependence subscale scores include children’s search
for affinity and assistance, negative emotional interactions, high responsive behavior
against certain children. High scores in this subscale indicates problems in high level of
dependence of the child on the teacher. The child reacts strongly for the separation from
the teacher and asks for help even though she or he does not need it. A relationship
between the teacher and the child based on dependency could result in reinforcement of
the child’s emotion Lability/negativity traits. In dependency based teacher – child
relationship, teacher’s excessively giving and assistive behavior instead of being a guide
and model in the child controlling her or his emotions could reinforce the exhibition of
negative emotional behavior by the child and get away with her or his desires. This
could have increased the impulsive reactions against emotional stimuli by the child and
prevented her or him from coping with negative emotions. Conflict in teacher – child
relationship would result in the teacher focusing on the undesired behavior of the child
and the child thinking that she or he was not understood and feel herself or himself
under threat in the classroom. Relationships where teachers are sensitive to the unique
needs of children contribute to the social, emotional and behavioral development of
children. However, conflicting teacher – child relationship prevents a relationship based
on trust, the teacher could not fulfill emotional needs of the child and the child could
not feel himself or herself comfortable in the class. This affects the participation of the
child in school activities, learning and academic achievement negatively (Coplan and
Prakash, 2003; Shonkoff and Phillips, 2001). Thus, conflicts experienced between the
teacher and the student could create several problems and a positive prediction effect
on emotion lability/negativity dimension of emotion regulation.
Standardized regression coefficient and independent variables t-test results
showed that conflict, closeness and dependence sub-dimensions of teacher – child
relationship had significant effects on emotion regulation sub-dimension of children’s
emotion regulation skills. Teacher – child relationship conflict and dependence
dimensions had negative prediction effect on emotion regulation, while closeness had a
positive prediction effect. Emotion regulation skills are related to the individual
controlling, monitoring, evaluating and changing emotional responses (Thompson,
1994). Emotion regulation is the ability to regulate emotional stimuli to become
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coherent with the environment (Shields and Cicchetti, 1997; Thompson, 1994). Emotion
regulation is the skill to cope with negative emotions and at the same time sustaining
positive emotions (Denham, 1998; Hyson, 2004).
Intimate and trust based relationship between the teacher and the child provides
the child an area where she or he could experience expressing her or his emotions,
while at the same time, provides the teacher information on the emotional well-being of
the child. In this environment of intimacy and trust, teacher could observe how the
child personally expresses her or his emotions and how the child regulates her or his
emotions during in-class events. Furthermore, the teacher could contribute to the child’s
achievement of emotion regulation skills by being a model in emotion regulation
strategies or using emotion regulation strategies, accepting child’s emotions,
responding to her or his emotional expressions, helping the children to regulate their
emotions, helping them to relax, guiding them to learn various emotion regulation
strategies, and motivating them with various social and physical rewards (Dunsmore,
Booker and Ollendick, 2013; Frankel et al., 2012). Awareness of the teacher about the
emotional skills of the child enables the teacher to plan the support that the child is in
need of (Nissen and Hawkins, 2010). However, presence of a relationship between the
teacher and the child based on conflict and dependence affects participation of the child
in school activities, learning and academic achievement, negatively (Coplan and
Prakash, 2003). This would cause several problems in the classroom that should be
resolved. Teachers, when they could not establish a quality and healthy relationship
with the children, spend most of educational and instructional time trying to find
solutions to the problem behavior of the children. This could prevent them to conduct
activities that would enable the children to achieve emotion regulation. Education in the
school environment has two aspects: teachers who provide education and the children
who receive the education. For an effective education process, a special relationship is
required between the provider and receiver of the education. At preschool level, teacher
– child relationship plays a significant role in fulfilling social, emotional and physical
needs of the child, as much as the parent –child relationship (Eraslan -Çapan, 2009).
Thus, close relationship between teachers and children is quite important for both the
development of children and job satisfaction of the teachers (Gordon, 1996).
In a study by Van Ijzendoorn, Sagi and Lambermon (1992), it was found that
healthy teacher – child relationship contributed to only social-emotional development.
Nim and Sook (2013) found that teacher – child relationship predicted emotion
regulation of 3-5 years old children. Peisner-Feinberg and Burchinal (1997) found a
positive correlation between preschool children – teacher relationship and socialemotional development of the children. Burchinal and Cryer (2003) found that negative
teacher –child relationship affected emotional development and emotion regulation of
the children negatively. Blair, Berry and Friedman (2012) found that teacher – child
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relationship had a significant effect on self-regulation and emotion regulation
achievements of preschool children. Feldman and Klein (2003) found that teacher –
child relationship was a significant factor in children’s emotion regulation. Lee (2006)
found that intimate and moderate relationship between the caregivers and education
providers for the child in childhood was a significant factor in emotional development
of children. Ahn (2005) found that teacher – child relationship was a significant factor in
achievement of emotional skills by the children. Lee (2006) found that the relationship
between the child and the caregiver and trainer was significant in emotional
development of the child. Hughes, Bullock and Coplan (2014) found a positive
significant correlation between early childhood teacher –child relationship dependence
and emotional symptoms sub-dimensions and a negative significant correlation
between closeness and emotional symptoms. Myers (2009) determined that positive or
negative teacher – child relations of children with low socio-economic background were
directly correlated with emotional problems of the children (emotional symptoms,
problems in peer relations, etc.).
5. Result
Findings of the present study demonstrated that there was a significant relationship
between teacher – child relationship sub-dimensions and emotion regulation and
emotional understanding sub-dimensions. Furthermore, it was determined that teacher
– child relationship sub-dimensions significantly predicted emotion regulation and
emotional understanding skills sub-dimensions. Based on these findings, it could be
argued that teacher – child relationship is a significant factor in children’s achievement
of emotional understanding and emotion regulation.
6. Recommendations
Based on these results, the following could be recommended: It was found that teacher
– child relationship was a significant factor in children’s achievement of emotional
understanding and emotion regulation skills. Curricula that would increase the
closeness dimension and to decrease conflict and dependence dimensions of teacher –
child relationship could be developed to investigate its effect on children’s emotional
understanding and emotion regulation skills. Further research could be conducted to
investigate factors that affect teacher – child relationship. The same study could be
conducted with children in different age groups and different samples to compare the
findings. Further research could be conducted to determine other factors that could
affect children’s emotional understanding and emotion regulation skills.
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