Examination of the Social Behavior of 4 Age Old Preschool Children According to Teacher Views

The main aim of this research is to compare the social behavior of children according to the teacher interviews. Screening model method has been used at this research which is one of the descriptive research methods. The study group of this research was created totally 691 children, from the age group of 4, which were observed at least 8 weeks objectively by 52 school teachers at 42 preschools in Nicosia, Kyrenia, Guzelyurt, Famagusta and Iskele which are under the Ministry of National Education of TRNC in the academic year of 2014-2015. In order to reach the demographics of the children of the study group: "Preschool Social Behaviour Questionnaire Form For Teachers" has been used to measures the children, school and family information form, relational aggression, physical aggression, prosocial behaviour and depressive feelings of age 4 group of preschool children. The data obtained through the surveys have been transmitted to the computer environment and in order to analyze the data, Statistical Package for the Social Sciences (SPSS) 20.0 for Windows Evolution version has been used. Frequency tables were used to tell the demographic characteristics on children of the research and the social behavior in preschool scale and to realize the cyclic of their behaviour. The static identifier has been given on preschool children’s social behavior scale general and their scores than the average size of the subscale, standard deviation, minimum and maximum statics as identifier. According to the research findings: children with Öz Bu araştırmada, okulöncesi 4 yaş çocukların sosyal davranışlarının öğretmen görüşlerine göre incelenmesi amaçlanmıştır. Araştırmada betimsel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu; 2014-2015 eğitim-öğretim yılı KKTC’nin Nicosia, Kyrenia, Güzelyurt, Famagusta ve İskele ilçelerinde MEB’e bağlı anaokulları ile ilköğretim okullarının anasınıflarına bağlı toplam 42 okulda 52 öğretmenin, öğrencileri en az 8 hafta somut olarak gözlemlediği 4 yaş grubundaki toplam 691 çocuk oluşturmuştur. Verilerin toplanmasında, bilgilere ulaşmak amacıyla; Çocuk, Okul ve Aile Bilgi Formu, okulöncesi 4 yaş grubu çocukların ilişkisel saldırganlık, fiziksel saldırganlık, olumlu sosyal davranış ve depresif duygularını ölçmek amacı ile de “Okulöncesi Sosyal Davranış Ölçeği Öğretmen Formu’’ kullanılmıştır. Elde edilen veriler, bilgisayar ortamına aktarılmış ve verilerin çözümlenmesinde Statistical Package for the Social Sciences (SPSS) 20,0 for Windows Evalution versiyonu kullanılmıştır. Araştırma kapsamına alınan çocukların demografik özelliklerinin ve okulöncesi sosyal davranış ölçeğinde yer alan davranışları gerçekleştirme sıklıklarının belirlenmesinde frekans tabloları kullanılmıştır. Araştırma sonucunda; erkek çocukların, kız çocuklara göre fiziksel saldırganlık davranışı, ilişkisel saldırganlık davranışı ve depresif duyguları gösterme düzeyleri daha yüksek iken olumlu sosyal davranış düzeylerinin daha düşük olduğu saptanmıştır. DOI: 10.18009/jcer.81338 1 This section must indicate whether the article is produced form a Project, thesis or conference paper 2 MA, Near East Unıversity, Pre-school Teaching, dervise91@gmail.com 3 Assist. Prof., Near East Ünıversity, Music Teacher Development, ekivanc23@gmail.com Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Dervişe AMCA, Emine Kıvanç ÖZTUĞ 83 divorced parents compared to children with married parents have higher behavior of physical aggression, behavior of relational aggression and the show of depressive feelings besides lower levels of positive social behaviors.


Introduction
The most important and critical period of human life is pre-school period (0-6 ages).
The child gains basic information, skills, attitudes and behaviours about his development in family and preschool institutions.For this reason family and preschool education center's are basic institutions for the care, development and education of the child (Arı, 2003).The quality of education in preschool period affects the development and life of the child.It improves the child's learning and the desire for learning, and makes him a successful person in his entire life.Studies conducted in long year periods show that most of the behaviours gained at childhood years shape the personality structure, attitudes, beliefs and value judgements of the individual.From this perspective, education at preschool period is important that it affects the future life of the child (Oktay, 2003).
In preschool period, when development is fast, the child being in love and affection, his needs being met timely, his health being protected, and safety being provided are essential in that the child grows positively in terms of development and earn social behaviours.As the children going to preschool institution are in contact with their peers, they earn such behaviours as sharing, cooperation, learning by doing and experiencing, developing positive social behaviours, being individuals with high self-confidence and express themselves easily, which will affect their entire life (Özkafacı, 2012).
Social development is one of the most important processes in children's growth.It is true that this process begins right after birth and continues during the entire life of the person, but most of the behaviours form which they are affected becomes apparent especially in early childhood period (Günalp, 2007).Social development is the ability of the individual to create a successful harmony with his internal world and external world, feel joy of living, establish good relations with himself as well as other people, be accepted by others and securing successful communication (Acar, 2013).
In some studies, which examine the impact of preschool institutions on social development of children, it has been found out that children with preschool experience are more socially sufficient, self-confident, self-contained, extrovert, able to play advanced games with their peers, and analyses social relations between compared to children who did not go to preschool institutions (Eminoğlu, 2007).Social behaviours of preschool children are developed in their family, environment and preschool education institutions.The place of family is very critical in the life of the child.Behaviours of the parents are setting examples for the child, and develop positive permanent behaviours; therefore, they can affect the development of the child positively or negatively (Kılınç, 2011).
Under the light of this information, it was necessary to conduct a study on the social behaviours of preschool children.The question of what are the differentiations between social behaviours of preschool children at the age of 4?" is the basic problem of this study.

Purpose
The purpose of this study is to examine and compare the social behaviours of 4 years old preschool children according to teacher views.In line with this purpose, answers have been sought for the following questions.According to teacher opinions, • Do social behaviours of preschool children differ based on their genders?
• Do social behaviours of preschool children differ based on the number of their siblings?
• Do social behaviours of preschool children differ based on the education status of their mothers?
• Do social behaviours of preschool children differ according to the education status of their fathers?
• Is there any relation between scores obtained by preschool children from social behaviour scale sub-dimension?

Method
A descriptive quantitative research design was used in order to address the research questions in the present study.This research study was conducted with 31 pre-service and 29 in-service high school mathematics teachers from two different universities (student teachers) and five different high schools in Turkey (in-service teachers).A survey was used as an instrument to conduct this study.Three categories were defined in order to find out teachers' beliefs, views and attitudes about using digital technology, particularly calculators, during mathematics instruction: (i) teachers' beliefs and views about the cognitive effects of using calculators, (ii) teachers' experience with and use of this technology, (iii) teachers' beliefs and views about the benefits of using calculators during mathematics instruction (Fleener, 1995, p.57).
Kolmogrov-Smirnov (K-S) test was applied in order to determine the hypothesis tests which would be used in statistical analysis with the purpose of identifying whether data showed normal distribution.It was found out that the scores obtained by students from preschool social behaviour scale did not show normal distribution and non-parametric hypothesis tests were employed in the analysis.In the case that the number of independent variables is two, Mann Whitney U test, which is a non-parametric test, was employed in comparing independent and dependent variables; whereas Kruskal Wallis Test was used in cases where the number of independent variables was more than two.If, as a result of Kruskal Wallis Test, statistically significant difference was obtained between independent and dependent variables, Mann-Whitney U test was used with the purpose of identifying the independent variable category from where the difference was originated.Spearman correlation was used in order to identify the correlation between sub-dimensions.
Significance level was determined as .05.
In this research scanning model, which is a descriptive research method, is used.
Scanning model is a research method which aims to describe a situation in the past or present as it is.In this method, the event, individual or object that is subject to the research is tried to explain in its own conditions and as it is.The aim is to observe and determine that thing accurately without trying to change it (Karasar, 2011).The dependent variables of the research are physical aggression, relational aggression, positive social behaviour, depressive feelings.Independent variables are gender, number of siblings, the area of the school, number of children in the class, and education status of the parents.

Universe sample
The universe of this study consists of the 4 years old preschool children who are enrolled at kindergartens and nursery classes at elementary schools of Ministry of National Education in Nicosia, Kyrenia, Famagusta, Güzelyurt and Iskele districts in Turkish Republic of Northern Cyprus in 2014-2015 academic year.

Findings
The data obtain as a result of this research has been presented in the following tables.The average score obtained by children from physical aggression sub-dimension is 1,54±0,79.Children received score between 1 (minimum) and 5 (maximum) from this subdimension.Accordingly, students never display behaviours in physical aggression subdimension according to the teacher views.When table 4 is examined, it is determined that the mean scores obtained from physical aggression sub-dimension by girls and boys included in the study is 1,35±0,64 and 1,73±0,88 respectively.It was found out that the difference in scores obtained from physical aggression sub-dimension by girls and boys was statistically significant (p<.05).Boys received higher scores from girls in this sub-dimension.In other words, boys show more physical aggression compared to girls.When the scores obtained by children from relational aggression sub-dimension was examined according to their genders, it was found out that girls and boys received 1,53±0,73 points and 1,65±0,82 points on average respectively.It was found out that the difference in scores obtained from relational aggression sub-dimension by girls and boys was statistically significant (p<.05).Boys received higher scores from girls in this sub-dimension.In other words, boys show more relational aggression compared to girls.
Girls and boys included in the study obtained from positive social behaviour display subdimension 4,09±0,99 points and 3,70±1,01 points on average respectively.It has been found out that there is statistically significant difference (p<.05) between the scores obtained from positive social behaviour display sub-dimension according to the genders of children included in the research.Girls received higher scores than boys in this sub-dimension which means that positive social behaviour exposure levels of girls is higher compared to boys.It has been found out that there is statistically significant difference between scores obtained by girls and boys from depressive emotions sub-dimension (p<.05).Boys received higher scores ( ) from this sub-dimension than girls ( ).In other words, the level of exposing depressive emotions is higher in boys compared to girls.When table 5 is examined, it can be seen that scores obtained by children included in the research from physical aggression and relational aggression sub-dimensions do not show significant difference depending on the number of siblings (p> .05).Children with none, one and more siblings included in the research obtained 3,77±1,11 points, 4,02±0,96 points and 3,72±1,02 points on average respectively from positive social behaviour exposure subdimension.It has been found out that scores obtained by children from positive social behaviour sub-dimension showed statistically significant difference according to the number of their siblings (p<.05).This difference was caused by the children with one sibling, who received higher scores from positive social behaviour exposure sub-dimension compared to children with none and more than one sibling.When the scores obtained by children from depressive emotions scale depending on their number of siblings, it has been determined that children with none, one and more than one siblings received 1,77±0,85, 1,57±0,69 and 1,72±0,81 points respectively.It has been found out that scores obtained by children from depressive emotions sub-dimension showed statistically significant difference according to compared to students whose mothers are high school, university or higher school graduates.
Accordingly, it can be claimed that as the education status (level) of parents lower, relational aggressive behaviours of their children decrease, based on the views of teachers who constitute the sample.When table 7 is examined, it has been found out that scores obtained by children included in the research from relational aggression, positive social behaviour exposure and depressive emotions sub-dimensions do not show significant difference depending on the education status of their fathers (p>.05).Studied children with fathers graduated from elementary school obtained 1,61±0,83 points on average from physical aggression subdimension, children with mothers graduated from high school obtained 1,57±0,82 points and children with mothers graduated from university or higher schools obtained 1,41±0,69 points on average.It has been found out that there is statistically significant difference between scores obtained from physical aggression sub-dimension depending on the education status of fathers included in the study (p<.05).This difference is caused by the students whose fathers are university or higher school graduates, who received lower scores from physical

Discussion and Conclusion
When the frequency of behaviours in physical aggression and relational aggression sub-dimension are examined, it has been concluded that children displayed these behaviours rarely, occasionally, frequently and always, and that they performed the behaviours in positive social behaviour sub-dimension frequently and do not display behaviours under depressive emotions sub-dimensions, meaning that they are not in depressive emotions.
When the genders of preschool children are examined in terms of their social behaviours, it has been concluded that boys showed more physical aggression, emotional aggression and depressive emotions compared to girls, and girls showed more positive social behaviours compared to boys.In their several studies Crick et al. (1997) found out that boys resorted to physical aggression much more than girls.In a study on aggressive behaviour of children, Katsurada and Sugawara (1998) found out that boys showed more aggressive behaviours than girls.It might be thought that the reason for witnessing aggressive behaviour in boys more frequent than girls is related to the fact that such behaviours of boys receive more approval and encouragement from adults compared to girls.Such behaviours are sometimes related to the value given to boy kids, whereas it might also be related to the general behavioural patterns of the family (Kanlıkılıçer, 2005).
It has been identified that, as regards number of siblings of preschool children, those with one sibling showed more positive social behaviour and less depressive emotions compared to children with none or two and more siblings.The relation between high number of siblings and social behaviour problems can be attributed to the crowdedness of the family.
On the other hand, another study revealed similar conclusions.Important findings have been obtained on the relation between number of siblings and behavioural problems.
Number of siblings factor was found to be related to both internalized and externalised behaviours, which was a different finding form others.This finding can be explained with the fact that when number of children increase, the time allocated by parents to each child decreases (Seven, 2007).
It has been determined that children with mothers graduated from elementary school showed lower positive social behaviours compared to children with mothers graduated from high school and university/post-graduate schools.Study conducted by Baran (1989) concluded that as the education level of mother declined, behavioural problems increased.In a study conducted by Aral et al. (2006) it was concluded that children of university graduate mothers received higher mean scores from cooperation and social relations dimensions (cited by Karaca, Gündüz & Aral, 2011).
It has been determined that children with fathers graduated from university / postgraduate schools showed lower physically aggressive behaviour compared to children with fathers graduated from elementary or high schools.Accordingly, based on teacher views it can be claimed that as the education status (level) of the parents declines, relational aggressive behaviour of children become less frequent.Another research which supports this position was made by Durmuşoğlu-Saltalı & Arslan (2011) which concluded that as the

(
who observed the children solidly for at least 8 weeks) of 691 children.While the research sample was being chosen, the number of 4 years old children who were enrolled at kindergartens and nursery classes of elementary schools under MEB in the districts of TRNC as of 2014-2015 academic year was obtained from Elementary Education Office of MEB and layered according to density of children.From every region suitable number of sample was chosen with simple random sampling method.The distribution of the number of samples included in the sample is In this section, findings and comments directed at sub-dimensions with the purpose of evaluating and comparing the social behaviours of preschool 4-year-old children according to teacher views are included.

Graphic 2 .
siblings.When the education status of the mothers of children participating at the research are examined, it can be seen that 23,30% are graduated from elementary school, 48,63% are graduated from high school, and 28,08% are graduated from university or post-graduate schools.25, 62% of the fathers of children are elementary school graduates, 49, 78% are high school graduates and 24,60% are university / post-graduate degree holders.Graph 1. Distribution of the schools of children according to their regions In the graph 1, the distribution of children included in the research according to the regions where their schools are located can be seen.36% of the children participating in the research were from Nicosia, 17% were from Kyrenia, 15% were from Güzelyurt, 21% were from Famagusta, and 11% were from İskele where they went preschool education institutions.Distribution of number of children in classes In graphic 2, it can be seen that in the classes of 41% of children there are 15 and less pupils, in the classes of 37% of children there are 16-21 pupils and in the classes of 22% of children, there are 22 children.
The mean score obtained by children from relational aggression sub-dimension is 1,59±0,78, and children received score between 1 (minimum) and 5 (maximum) from this sub-dimension.Accordingly, most of the children who participated in the research almost never display the behaviours in relational aggression dimension.The average score obtained by children from positive social behaviour sub-dimension is 3,89±1,02 which means that children usually perform the behaviours in positive social behaviour sub-dimension frequently.The average score obtained by children participating in the research form depressive emotions sub-dimension is 1,65±0,7.Children received score between 1 (minimum) and 5 (maximum) from this sub-dimension.Accordingly, the children included in the research generally do not display the behaviours in this sub-dimension and do not have depressive emotions.
included in the research from physical aggression and depressive emotions sub-dimensions are not statistically significant (p>.05) according to number of pupils in their class.Children with 15 pupils, 16-21 pupils and more than 21 pupils in their class received 1,54±0,70, 1,69±0,83, and 1,51±0,82 points on average respectively from relational aggression sub-dimension.It has been found out that scores obtained by children included in the research from relational aggression sub-dimension are statistically significant (p>.05) according to number of pupils in their class.This difference is caused by the children whose class size is between 16 and 21 pupils.These children received higher scores from relational aggression sub-dimension compared to other children.Children included in the research with 15 pupils, 16-21 pupils and more than 21 pupils in their class received 3,89±1,01, 3,81±1,02 and 4,04±1,04 points on average respectively from positive social behaviour exposure sub-dimension.It has been found out that scores obtained by children included in the research from positive social behaviour sub-dimension are statistically significant (p>.05) according to number of pupils in their class.This difference is caused by the children whose class size is between 16 and 21 pupils.These children received lower scores from positive social behaviour sub-dimension compared to other children.

Table 1 .
Distribution of students according to the regions

Table 2 .
Demographic features of students of the children participating at the study are girls and 50,07% of them are boys.28, 65% of the children have no siblings, 52, 39% have only one sibling and 12,74% have two and more

Table 3 .
Definitive statistics of scores obtained by children from preschool social behaviour scale

Table 4 .
Comparison of scores obtained by children from preschool social behaviour scale depending on their genders

Table 5 .
Comparison of scores obtained from preschool social behaviour scale obtained by children according to the number of siblings

Table 7 .
Comparison of scores obtained from preschool social behaviour scale obtained by children according to the education status of their fathers

Table 9 .
Comparison of scores obtained from preschool social behaviour scale obtained by children according to number of pupils in class Mann Whitney U test