Browsing by Author "Raikes, H."

Now showing 1 - 4 of 4

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Examining the associations between children's receptive language skills and developmental domains in the United States and Turkey
(Cambridge University Press, 2019-05) Guler Yildiz, T.; Gonen, M.; Ulker Erdem, A.; Garcia, A.; Raikes, H.; Acar, İbrahim Hakkı; Burcak, F.; Turan, F.; Can Gul, S.; Davis, D.; Psychology; ACAR, Ibrahim Hakkı
This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples. Different versions of the Peabody Picture Vocabulary Test were used for Turkish and US samples, to measure receptive language development. Results revealed similar patterns, with some differences, between the two countries. Receptive language predicted only communication and personal-social scales in the Turkish sample, while the US children's receptive language skills were associated with communication, problem solving, personal-social, and fine and gross motor development scales. These results were discussed in the context of each country, and the comparative conclusions contribute to the extant literature by illustrating the importance of language for three domains.
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Family context of low-income young children and their self-regulation in the United States and Turkey
(Taylor & Francis, 2020-08-17) Celik, M. V.; Garcia, A.; Acar, İbrahim Hakkı; Gonen, M.; Raikes, H.; Korkmaz, A.; Ucus, S.; Esteraich, J.; Colgrove, A.; Psychology; ACAR, Ibrahim Hakkı
The current study examines the contributions of family context (e.g. life events, home environments) to low-income preschool children’s self-regulation (behaviour regulation and executive function) in the United States and Turkey. Participants were 1139 low-income children (486 from the U.S. and 653 from Turkey) and their parents. Children’s self-regulation was assessed via structured tasks and family related variables such as life events, home environments, and demographic information were assessed via parent-report. Results from regression analyses showed that child’s age-predicted behaviour regulation and executive function in children both from the U.S. and Turkey. Child gender, favouring girls predicted behaviour regulation and executive function and parent–child verbal interaction was associated with behaviour regulation only in the U.S. Family structure (favouring living in a two-parent household) predicted executive function and economic change predicted behaviour regulation in Turkey. Contributions and future directions were also discussed.
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Pathways to low-income children’s self-regulation: Child temperament and the qualities of teacher–child relationships
(Taylor & Francis, 2020-11) Acar, İbrahim Hakkı; Torquati, J. C.; Raikes, H.; Rudasill, K. M.; Psychology; ACAR, Ibrahim Hakkı
Research Findings: We examined low-income children's temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and selfregulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported on children's temperament and teachers reported on qualities of teacher-child relationships during fall. Direct assessments of self-regulation were conducted during the following spring and summer. Hierarchical regression models using SAS PROCMIXED were employed to account for nesting of children within classrooms. Bivariate analyses revealed that teacher-child closeness was positively associated with children's self-regulation, and teacher-child conflict was inversely associated with children's self-regulation. After controlling for demographic variables, regression analyses showed that higher levels of conflict combined with lower temperamental regulation was related to lower self-regulation. Lower levels of child temperamental regulation was related to higher self-regulation when teacher-child conflict was low. Practice and Policy: Findings suggest that reducing conflictual teacher-child conflict could be beneficial for children's selfregulation, particularly for children with low regulatory temperament. A focus on enhancing teacher self-regulation, for example, through mindfulness practices, is a promising approach to reducing teacher-child conflict.
Open Access
Quality of Colombian early childhood education: An exploratory study of teacher-child interactions
(Future Academy, 2019) Escalante, E.; Acar, İbrahim Hakkı; Suárez, S.; Raikes, H.; Psychology; ACAR, Ibrahim Hakkı
Quality of adult-child relationships could be influence by children's individual characteristics such as temperament. The examination of the association between temperament and teacher-child relationship has been limited within Latino population. Does regulatory temperament moderate the association between reactive temperament and teacher-child relationships in the Colombian early childhood education environment? Global research studies highlight the importance of quality of relationships to promote quality of early childhood education (ECE). Colombian ECE national evaluation reported association among teachers' interactions and child outcomes. From the ecological perspective, the present study aimed to examine how child temperament contribute to the teacher-child relationships in Colombian ECE environments. The sample included 316 children (58.3% Girls) and their teachers. Data were collected using Student-Teacher Relationship Scale (STRS) and Child Behavior Questionnaire (CBQ). First, a confirmatory factor analysis of STRS for the Colombian sample was conducted. Second, regression analysis was conducted to determine the strength of the relationship between the variables. Results from regression analyses showed that children's negative affectivity predicted teacher-child closeness (b = .06, beta = .15, t = 2.46, p = .01). In addition, children's temperamental surgency predicted teacher-child conflict (b= .08, beta= .12, t = 1.97, p = .04). Results from the current study highlights the importance of children's temperament in their relationships with teachers in the Colombian early childhood education environment. Intervention programs targeting improvement of teachers-child relationships could consider child temperament as children establish different patterns of relationships with teachers depending on their temperament. (C) 2019 Published by Future Academy www.