Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms

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dc.contributor.authorMontoya, María Fernanda
dc.contributor.authorSusperreguy Jorquera, María Inés
dc.contributor.authorMorrison, F.J.
dc.date.accessioned2024-01-10T13:10:41Z
dc.date.available2024-01-10T13:10:41Z
dc.date.issued2023
dc.description.abstractTeachers’ scaffolding behaviors support children’s self-regulation skills in the classroom. However, little evidence is available regarding the presence of self-regulation scaffolding behaviors in preschool teachers, and how they vary throughout the year and in different learning experiences. Less is known about these behaviors in Latin American preschool contexts. The main goal of this study was to develop a coding system to examine and compare preschool teachers’ self-regulation scaffolding behaviors at the beginning and end of the school year in two learning experiences (i.e. greeting time and math instruction). Participants were 18 Chilean preschool teachers (M age = 37.17 years; SD = 8.83). Seventy video segments were coded based on teacher behaviors targeting children’s self-regulation. The coding system included three scales: Instructional Strategy, Management Organization, and Warmth Responsivity. Research Findings: Findings revealed a greater presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy scale than in the Management Organization and Warmth Responsivity scales. Also, the presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy and Warmth Responsivity scales was related to the type of learning experience. Practice or Policy: The description of self-regulation scaffolding behaviors in Chilean preschool teachers contributes to understanding the role of teachers in the preschool context.
dc.fechaingreso.objetodigital2024-05-09
dc.fuente.origenScopus
dc.identifier.doi10.1080/10409289.2022.2135867
dc.identifier.issn10409289
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85141015250
dc.identifier.urihttps://doi.org/10.1080/10409289.2022.2135867
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/77912
dc.identifier.wosidWOS:000876106000001
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, Maria Ines; 0000-0001-5584-2692; 151479
dc.information.autorucFacultad de Educación; Montoya Mistretta, Maria Fernanda; 0000-0001-5097-1903; 207225
dc.language.isoen
dc.nota.accesocontenido parcial
dc.publisherRoutledge
dc.revistaEarly Education and Development
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleSelf-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms
dc.typeartículo
sipa.codpersvinculados151479
sipa.indexScopus
sipa.indexWOS
sipa.trazabilidadCarga SIPA;09-01-2024
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