The relationship between preschool learning environments and student-teacher

The aim of this research is to examine the impact of learning environments on the student teacher relationship in that pre-period. Examples of the research using relational screening model from quantitative independent kindergarten research methods are 244 students studying with 61 teachers serving 5 age groups under the directorate of national education in Gaziantep Province Şahinbey and Şehitkamil district center in the 2019-2020 academic year. The data in the study was developed by Pianta (1999) to determine the student teacher relationship with the Learning Environments Assessment Scale (ECERS R) developed by Harms and Clifford (1980) and adapted to Turkish by KlerKlodyaTovim (1996) and Asi and Karabay (2018) adapted to Turkish by The Student Teacher Relationship Scale (STR-S) was collected. The data obtained within the scope of the study were analyzed using SPSS (Version 24.0) and regression and correlation analyses were used as well as visual statistical methods. As a result of the data obtained from the study, The lower size of the squat has been found to be significantly procedural. Class area and furniture is in a value range from very little to good with a value of 4.71 personalcare is good with a value of 5.78 is very goodvalue, diland a bristleis very good value with 4.08 aktiviti es were found to be of very little good value with a score of 4.22 Interaction 5.93 was at a level between good andvery good, program was goodwith 5.33 and family and staff was good with 5.45 has been detected. A positive relationship was found between the lower dimensions of ECERS-R scale, the class area and furniture, the routine personal care, activities and program structure infrastructure dimensions, and the conflict subsize skirmishes from the subsizes of the Student-Teacher Realtioans Scale.