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dc.contributor.authorSalminen, Jenni
dc.contributor.authorGuedes, Carolina
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPakarinen, Eija
dc.contributor.authorCadima, Joana
dc.date.accessioned2021-02-22T09:28:00Z
dc.date.available2021-02-22T09:28:00Z
dc.date.issued2021
dc.identifier.citationSalminen, J., Guedes, C., Lerkkanen, M.-K., Pakarinen, E., & Cadima, J. (2021). Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal. <i>Infant and Child Development</i>, <i>33</i>(3), Article e2222. <a href="https://doi.org/10.1002/icd.2222" target="_blank">https://doi.org/10.1002/icd.2222</a>
dc.identifier.otherCONVID_51563362
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/74327
dc.description.abstractThis study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and 283 Portuguese (M = 30, SD = 4 months) toddlers and their teachers (n = 43 Finland; n = 29 Portugal). The children's behavioural self‐regulation (attention, working memory, and inhibition control) was individually tested, and the teachers evaluated the children's self‐regulation skills in the classroom. The quality of the teacher–child interactions (i.e., emotional and behavioural support and engaged support for learning) was evaluated using the CLASS‐Toddler observation instrument. The analyses were conducted with path models using a complex option. The results for Finland show that the engaged support for learning was positively associated with children's attention and inhibitory control, and emotional and behavioural support was positively associated with children's inhibitory control. For Portugal, engaged support for learning was positively associated with children's attention. The results aid in recognizing the characteristics of teacher support that is beneficial to the development of children's self‐regulation skills in two sociocultural contexts, hence being of relevance for teacher in‐ and pre‐service training.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherJohn Wiley & Sons
dc.relation.ispartofseriesInfant and Child Development
dc.rightsCC BY 4.0
dc.subject.otherself‐regulation
dc.subject.otherteacher-child interaction
dc.subject.othertoddlers
dc.titleTeacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202102221721
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1522-7227
dc.relation.numberinseries3
dc.relation.volume33
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber308070
dc.subject.ysoopettajat
dc.subject.ysoitsesäätely
dc.subject.ysotaaperoikäiset
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysovuorovaikutus
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysovarhaiskasvatus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p14462
jyx.subject.urihttp://www.yso.fi/onto/yso/p27455
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1002/icd.2222
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundinginformationAcademy of Finland. Grant Number: 308070. Portuguese Foundation for Science and Technology. Grant Number: PTDC/MHC‐CED/5913/2014. Tiina and Antti Herlin Foundation


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