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    Moderating Effects of Teacher-Child Relationship on the Association Between Unsociability and Play Behaviors
    (2022) Metin Aslan, Özge; Boz, Menekşe
    The present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children's unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher-child relationships and children's play behaviors. Results showed that close teacher-child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher-child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher-child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.
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    Shyness and peer interactions in non-social play behaviours among Turkish and American preschool-aged children
    (Routledge Journals, Taylor & Francis Ltd, 2020) Metin Aslan, Özge
    This research aims to examine the predictive effect of gender, culture, and shyness on reticence and solitary play behaviour. Fifty children at two U.S. nursery schools and 55 children at a Turkish nursery school were included in the study, with a total of 105 children aged 36-72 months (61 boys, 44 girls). Parent questionnaires were used to assess children temperament, teacher questionnaires to measure playing behaviour and peer relationships, and observations from trained observers to evaluate play behaviour. As data collection tools, the parent form was used to measure the temperament characteristics, the teacher form was used to measure playing behaviour and maladjustment, and observation form was used to evaluate play behaviour. The results showed that in both cultures, shyness was related to asocial behaviour, social withdrawal, reticence, and solitary play. It was also found that culture and gender play an important role in shyness and help in the understanding of reticence and solitary play in preschool-age children.