PREDICTION OF EMOTIONAL UNDERSTANDING AND EMOTION REGULATION SKILLS OF 4-5 AGE GROUP CHILDREN WITH TEACHER-CHILD RELATIONS

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. Article visualizations: