Enhancing Emotional Skills in Preschool Year

Year 2013, Volume: 3 Issue: 6, 107 - 120, 31.12.2013

Neslihan Durmuşoğlu Saltalı

Abstract

One of the important tasks of preschool education institutions is to support children’s emotional development. Supporting emotional development enables the individual to have place in society as a social being by helping child acquire emotional skills important for everyday life human relationships. In this aspect, emotional skills have important role in social development. Since, development of many social skills and prevention of behavior problems depend on strengthening of the child’s emotional development. Insufficient acquisition of emotional skills lays a foundation for behavior problems observed especially during first and middle childhood periods. Helping children acquire emotional skills starting from preschool years and maintaining emotional skill education in following years will make a great contribution to child’s learning life and socialization. It is believed that this study will provide a basis for future studies focusing on children’s emotional skill development and for families’ and teachers’ daily life practices. For this reason, in this study, practices for developing preschool children’s emotional skills were focused and suggestions were made for teachers and families regarding the issue.

Keywords

Emotional skills, emotional development, emotional skill education

Okul Öncesi Dönemde Duygusal Becerilerin Geliştirilmesi

Abstract

Okul öncesi eğitim kurumlarının önemli görevlerinden birisi de çocuğun duygusal gelişimini desteklemektir. Duygusal gelişimin desteklenmesi çocuğa günlük hayatta insan ilişkileri için önemli olan duygusal becerileri kazandırarak bireyin sosyal bir varlık olarak toplum içerisinde yerini almasını sağlar. Bu anlamda duygusal beceriler sosyal gelişimde önemli bir yere sahiptir. Çünkü birçok sosyal becerinin gelişmesi ve davranış problemlerinin önlenmesi için çocuğun duygusal becerilerinin geliştirilmesi ile mümkündür. Özellikle ilk ve orta çocukluk döneminde görülen davranış problemlerinin temelinde duygusal becerilerin kazanılmasındaki eksiklikler rol oynamaktadır. Okul öncesi dönemden itibaren çocuklara duygusal becerilerin kazandırılması ve duygusal beceri eğitiminin ilerleyen yıllarda da devam ettirilmesi çocuğun öğrenme hayatına ve sosyalleşmesine katkı sağlayacaktır. Bu çalışmanın okul öncesi dönemdeki çocukların duygusal becerilerini destekleme konusunda yapılacak çalışmalar ve günlük yaşam uygulamaları konusunda özellikle öğretmenler ve ailelere temel oluşturacağı düşünülmektedir. Bu bağlamda makalede okul öncesi dönemdeki çocukların duygusal becerilerinin geliştirilmesi konusunda yapılabilecek uygulamaların üzerinde durularak konu ile ilgili öğretmenlere ve ailelere önerilerde bulunulmuştur.

Keywords

Duygusal beceriler, duygusal gelişim, duygusal beceri eğitimi

References

• Antidote. (2003). The emotional literacy handbook – promoting whole-school strategies. London: David Fulton.
• Ashiabi, G. S. (2000). Promoting the emotional development of preschoolers. Early Childhood Education Journal, 28 (2), 79-84.
• Başal, H. A. (2004). Gelişim ve Psikoloji: Nasıl Mutlu Bir Çocuk Yetiştirebilirim?, 2. Baskı, İstanbul: Morpa Kültür Yayınları.
• Baydan, Y. (2010). Sosyal-duygusal beceri algısı ölçeği’nin geliştirilmesi ve sosyal-duygusal beceri programının etkililiği. Doktora tezi, Ankara: Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü
• Bowlby, J. (1997). Attachment and loss, Vol. I. Attachment, Australia: Pimlico.
• Bracken, St. S., & Fischel, J. E. (2007). Relationships between social skills, behavioral problems, and school readiness for Head Start children. NHSA Dialog, 10, 109-126.
• Calkins, S. D., & Howse, R. B. (2004). Individual differences in self-regulation: Implications for childhood adjustment. In P. Philippot & R. S. Feldman (Eds.), The regulation of emotion (pp. 307-332). Mahwah, NJ: Lawrence Erlbaum Associates.
• Cichetti, D., Ganiban, J. & Barnett, D. (1991). Contributions from the study of high risk populations to understanding the development of emotion regulation. In: J. Garber & K. A. Dodge (Editör), The Development of Emotion Regulation and Dysregulation, UK: Cambridge University Pres, Cambridge, 15-48.
• Coplan, R. J., & Prakash, K. (2003). Spending time with teacher: Characteristics of preschoolers who frequently elicit versus initiate interactions with teachers. Early Childhood Research Quarterly, 18, 143-158.
• Çelik, E., Tuğrul, B. & Yalçın, S.S. (2002). Dört-altı yaşlar arasındaki anaokulu çocuklarının duygusal yüz ifadesiyle kendilerini, anne-babalarını ve öğretmenlerini algılaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 29-39.
• Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K. & Auerbach-Major, S. (2003). Preschool emotional competence: pathway to social competence?. Child Development, 74, 238-256.
• Domitrovich, C. E., Cortes, R. & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: a randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2), 67-91.
• Dunn, J. & Hughes, C. (1998). Young children’s understanding of emotions within close relationships. Cognition and Emotion, 12, 171–190.
• Eisenberg, N. & Fabes, R. (1995). The relation of young children’s vicarious emotional responding to social competence, regulation, and emotionality. Cognition and Emotion, 9 (2/3), 203- 226.
• Eren Yavuz, K. (2002). Duygusal zeka gelişimi. Ankara: Özel Ceceli Okulları Yayınları.
• Erol, A., Ünal, E. K. Gülpek, D. & Mete, L. (2009). Yüzde dışavuran duyguların tanınması ve ayırt edilmesi testlerinin türk toplumunda güvenilirlik ve geçerlilik çalışması. Anatolian Journal of Psychiatry, 10, 116-123.
• Farrer, S. (2004). School-based program promotes positive behaviour, reduces risk factors for drug use other problems. Nida Notes. National Instıtute on Drug Abuse, 18 (6), 1-6.
• Fox, N. & Harper Lentini, R. (2006). You Got It!” Teaching social and emotional skills. Journal of the National Association for the Education of Young Children, NAEYC.
• Friedlmeier, W. & Trommsdorff, G. (1999). Emotion regulation in early childhood: a cross-cultural comparison between German and Japanese toddlers. Journal of Cross-Cultural Psychology, 30 (6), 684-711.
• Gallese, V. (2003). The roots of empathy: the shared manifold hypothesis and the neutral basis of intersubjectivity. Psychopathology, 36, 171-180.
• Greenberg, M. T. (1997). Promoting social and emotional competence: The PATHS Curriculum and the CASEL Network. Reaching Today’s Youth, 49-52.
• Hemmeter, M. L. & Ostrosky, M. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35, 583-601.
• Hyson, M. (2004). The emotional development of young children: building an emotion-centered curriculum. 2. Baskı, New York: Teachers College Press.
• Kartal, H. (2007). The effect of mother-child education program which is one of the early childhood education programs on cognitive development of six age children. Elementary Education Online, 6(2), 234-248.
• Katz, L. G. & Meclellan, D. E. (1997). Fostering children’s social competence: The teacher’s role. Washington, DC: NAEYC.
• Keogh, B. K. (2003). Temperament in the classroom. Baltimore: Brookes Publishing.
• Knitzer, J., & Lefkowitz, J. (2005). Resources to promote social and emotional health and school readiness in young children and families. New York: National Center for Children in Poverty.
• Kocayörük, A. (2004). Duygusal zeka eğitiminde drama etkinlikleri. Ankara: Nobel Yayın Dağıtım.
• Kopp, C. B., & Neufeld, S. J. (2003). Emotional development during infancy. In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 347-374). New York: Oxford University Press.
• Kusche, C. A. & Greenberg, M. T. (1994). The PATHS Curriculum. Seattle: Developmental Research and Programs.
• Mayer, J. D. & Cobb, C. D. (2000). Educational policy on emotional intelligence: Does it make sense?. Educational Psychology Review, 12(2), 163-183.
• Mayer, J. D., Salovey, P., & Caruso, D. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15, 197–215.
• Mecklem, G. L. (2008). Practitioner’s guide to emotion regulation in school-aged children. Springer Science+Business Media, New York, USA: Springer edition
• Nissen, H. & Hawkins, C. J. (2010). Promoting emotional competence in the preschool classroom. Childhood Education,86 (4). http://www.questia.com/PM.qst?a=o&d=5043373210.
• Novick, R. (2004). Early years are learning years. NAEYC.
• Salah, A. A. (2006). İnsan ve Bilgisayarda Yüz Tanıma, Uluslararası Kognitif Nörobilim Sempozyumu, Mayıs 2006, Marmaris, Turkey.
• Santrock, J. W. (1997). Life-span development. 6. Baskı, Dubuque: Iowa: Wm. C. Brown.
• Senemoğlu, N. (2004). Gelişim öğrenme ve öğretim / Kuramdan uygulamaya. Ankara: Gazi Kitabevi.
• Shonkoff, J. P., & Phillips, D. (Eds.). (2001). From neurons to neighborhoods: The science of early child development. Washington, DC: National Academy Press.
• Walker, H.M. & Golly, A.M. (1999). Developing behavioral alternative for antisocial children at the point of school entry. The Clearing House, 73(2), 104-106.
• Webster-Stratton, C. & Reid, M. J. (2004). Strengthening social and emotional competence in young children the foundation for early school readiness and success. Infants and Young Children, 17 (2), 96–113.
• Webster-Stratton, C. (1999). How to promote children’s social and emotional competence. London: Paul Chapman.
• Yavuzer, H. (2001). Çocuk psikolojisi. İstanbul: Remzi Kitabevi.
• Zins, J. E. (2001). Social-emotional learning and social success. The Ceic Review. 10, 1-6.