An examination of adaptation levels of children in terms of the variable of teacher- child communication

Abstract

ABSTRACT This study was performed to examine the adaptation levels of the 60–72 months old children in terms of teacher–child communication. The research sample consisted of 15 preschool teachers and 190 children. In the study, Adaptation sub-dimension of Child Behaviour Evaluation Scale and Teacher–Child Communication Scale were used as data collection tools. The data obtained from the study were tested with pearson correlation test and multiple regression analysis. It was determined at the end of study that there was a statistically significant relationship between the adaptation levels of the children and the teachers’ speaking, listening, empathy, message, nonverbal communication and total teacher–child communication skills. It was also understood that teacher–child communication total scores and speaking, listening, message and nonverbal communication sub-dimensions were the significant explanatory for the adaptation levels of children, but empathy skills were not explanatory for the adaptation skills by themselves.