ABSTRACT

In this study, we worked with both Turkish and U.S. samples to reveal how cultural influences might manifest themselves in the context of child-teacher relationships from children’s perspectives. There were 243 preschoolers and 26 classrooms included in the U.S. sample. In the Turkish sample, 211 preschool children from 41 classrooms participated. Data were obtained via interviews and analyzed based on thematic analysis method. Three main categories were identified as positive, negative, and neutral relationship perception. In the Turkish sample, the frequency of the negative relationship perception of children toward their teachers was found to be much higher than positive and neutral relationship perceptions. In the U.S. sample, the positive relationship perception of children was found to be higher than negative and neutral relationship perceptions. Neutral relationship perception was found to be more frequently expressed by children in the U.S. sample. This is one of the leading studies giving an opportunity to hear children’s voices about their relationship perceptions with their teachers, specifically with a cross-cultural viewpoint.

摘要

在这项研究中，我们与土耳其和美国的样本一起工作，以从儿童的角度揭示文化影响如何在儿童与教师关系的背景下表现出来。美国样本包括 243 名学龄前儿童和 26 个教室。在土耳其样本中，来自 41 个教室的 211 名学龄前儿童参与。数据通过访谈获得，采用专题分析法进行分析。三个主要类别被确定为积极、消极和中性的关系感知。在土耳其样本中，发现儿童对老师的消极关系感知频率远高于积极和中性关系感知的频率。在美国样本中，发现儿童的积极关系感知高于消极和中性关系感知。在美国样本中，儿童更频繁地表达中性关系感知。这是一项领先的研究，让他们有机会听到孩子们对他们与老师的关系的看法，特别是跨文化观点。