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• W1554751763 abstract "AbstractOne of the essential factors for preschool education to succeed and meet expectations is the presence of teachers who have effective communication skills. Effective communication between preschool educators and children influences children's school adjustment, developmental outcomes in different domains, and their future relationship with teachers. For this reason, measurement scales which determine to what extent teachers have these skills are needed. The purpose of the present study is to develop a scale which determines teacher's communication skills with children and to test the reliability and validity of the scale. Sample group is composed of 182 teachers for first application, and for second 207 teachers working at public and private kindergartens in Konya in the districts of Meram, Karatay and Selcuklu. Teacher-Child Communication Scale (TCCS) was used as a data collection tool in the present study. For content validity of TCCS, expert opinions were asked. In order to determine internal consistency reliability of the teacher-child communication scale, each dimension and the whole scale, Cronbach's alpha values were calculated. In order to test construct validity of TCCS, Categorical Principle Components Analysis and Confirmatory factor analysis were used. The results suggest that Teacher- Child Communication Scale is a valid and reliable scale which has five dimensions.Key WordsTeacher-Child Communication, Teacher-Child Communication Scale, Communication Skills, Scale Development.Achievement of a suitable educational environment in pre-school education institutions depends as much on teacher competencies as on physical conditions, effective program and children's characteristics. One of the most important competencies for teachers working with pre-school children is to have is developed communication skills.Communication is the process of transmission of an idea or emotion from one person to another through facial expressions, gestures, speech or via means of communication like writing, telephone, radio, television, etc. (Agca, 2009). Communication skill can be defined as one's ability to express his/her emotions, ideas, beliefs and attitudes comprehensibly way and relevantly (Alper, 2007). In studies on communication, it is emphasized that communication skills are important for interpersonal relationships and a wide variety of occupations (Chant, Jenkinson, Randle, & Russell, 2002; Dokmen, 1995; Pembecioglu, 2006). As communication is an important component of early years education, pre-school teachers also need to have adept communication skills. The application of education programs prepared by preschool teachers depends on many factors including communication skills (Onder, 2003). Besides, Pianta who carried out significant studies on teacher-child communication points out that teachers' having effective communication skills is of great importance for the development and education of the children. It was determined that pre-school children who perceive their relation with their teachers as positive, warm and close had better school adaptation. However, school adaptation of students who perceive their relation with their teachers as negative were poorer compared to others (Pianta, Steinberg, & Rollins, 1995). In similar studies Brich and Ladd (1997), Justice, Cottone, Mashburn, and Rimm- Kaufman (2008), it was pointed out that there was a reverse relation between close relation and shyness and a linear relation with reading comprehension and this positive relationship affects children's academic success and children love school more. It was revealed that when child-teacher relationship is negative, children exhibit negative attitudes towards school, have poor academic success, spend less time at school environment, and avoid from being at school and cooperation in the class. Also teacher communicative behaviors influence students' perceptions of the classroom environment, as well as whether they participate in class and talk to their teacher (Claus, Booth-Butterfield, & Chory, 2012; Myers, Martin, & Mottet, 2002). …" @default.
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• W1554751763 date "2012-10-01" @default.
• W1554751763 modified "2023-09-23" @default.
• W1554751763 title "Development and Validity-Reliability Study of a Teacher-Child Communication Scale." @default.
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