Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal

This 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...

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Veröffentlicht in:	Infant and child development 2021-05, Vol.30 (3), p.n/a
Hauptverfasser:	Salminen, Jenni, Guedes, Carolina, Lerkkanen, Marja‐Kristiina, Pakarinen, Eija, Cadima, Joana
Format:	Artikel
Sprache:	eng
Schlagworte:	Attention Behavior Child Behavior Child development Children & youth Classrooms Correlation Cultural Differences Emotional Response Foreign Countries Inhibition Interaction Learner Engagement Learning Path Analysis Preschool Education Regulation Response inhibition Self Control Self Management self‐regulation Short Term Memory Sociocultural factors Teacher Student Relationship Teachers teacher–child interaction Toddlers Young Children
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