Focusing on Teacher-Children Relationship Perception and Children’s Social Emotional Behaviors - the PATHS Preschool Program

Year 2018, , 8 - 20, 01.01.2018

Mark Greenberg Celene Domıtrovıch Sakire Ocak Karabay , Arda Tuncdemır Scott Gest

https://doi.org/10.24331/ijere.372270

Cited By: 2

Abstract

The aim of study was to examine the effectiveness of PATHS program on
children’s and teachers’ behaviors by evaluating perceptions of children and
teachers in regard to their relationships with each other. The sample included
129 children (5-6 aged) and 28 teachers in the intervention group and 114
children (5-6 aged) and 30 teachers in the comparison group. The Classroom Atmosphere
Rating Scale, the Teaching Style Rating Scale, Teacher Self Report Assessment,
Head Start Competence Scale, Student–Teacher Relationship Scale-STRS, and
Semi-Structured Play Interview were used to gather data. According to the
results, teachers in PATHS classrooms were observed to be more competent in
terms of quality of the classroom climate though there were no differences
between social-emotional behaviors of children. While teachers’ perceptions
did not yield any differences in regard to their relationships with children,
children in intervention classes described relationships with teachers
significantly more positively than the others.

Keywords

Social-emotional development, relationship perception, intervention, prevention

References

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