Okul Öncesi Çocukların Öz Düzenleme Becerilerinin Ego Sağlamlık Düzeylerine Etkisinin İncelenmesi

Year 2024, , 617 - 632, 24.06.2024

Belgin Liman

https://doi.org/10.17240/aibuefd.2024..-1325400

Abstract

Öz düzenleme, yaşamın ilk yılarında kazanılması gereken temel bir beceridir; çocukluk, ergenlik ve yetişkinlik sürecinde olumlu ve olumsuz sonuçlara sebep olabilmektedir. Özellikle okul öncesi dönem, ego gelişiminde önemli bir süreçtir. Araştırmada öz düzenleme becerilerinin okul öncesi dönem çocuklarının ego sağlamlık düzeylerine etkisinin incelenmesi amaçlanmıştır. Ayrıca çalışmada çocukların öz düzenleme becerileri ve ego sağlamlık düzeyleri arasındaki ilişkiye bakılmıştır. Çalışma grubunu okul öncesine devam eden 5-6 yaş aralığındaki 309 çocuk ve anneleri oluşturmaktadır. Verilerin toplanmasında 4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeği (Anne Formu) ve Çocuk Ego Sağlamlığı Ölçeği kullanılmıştır. Verilerin çözümlenmesi Pearson Korelasyon analizi ve CHAID analizi ile yapılmıştır. Sonuç olarak çocukların toplam öz düzenleme becerileri ve dikkat, çalışma belleği, engelleyici duygu, engelleyici davranış düzenleme ile ego sağlamlık düzeyleri arasında pozitif yönde anlamlı bir ilişki olduğu, çocukların öz düzenleme beceri düzeyleri arttıkça ego sağlamlık düzeylerinin de arttığı tespit edilmiştir. Araştırmada okul öncesi çocuklarında dikkat alt boyutunun çocukların ego sağlamlık düzeyleri üzerinde istatistiksel olarak manidar düzeyde birincil belirleyici etkiye sahip olduğu tespit edilmiştir. Ayrıca dikkati orta düzeyde olan çocuklardan engelleyici kontrol duygu davranışı yüksek olan çocukların ego sağlamlık düzeylerinin daha iyi olduğu tespit edilmiştir. Çocuklarda ego ve ego sağlamlığının desteklenmesi ve gelişimine önem verilmelidir. Araştırma sonuçları, çocukların ego dayanıklılığını geliştirmek için uygun müdahale adımları oluşturulmasına rehberlik edebilir.

Keywords

Öz düzenleme, Ego sağlamlığı, Okul öncesi dönem, Küçük çocuklar

Examining the Effect of Preschool Children's Self Regulation Skills on Ego Resilience Levels

Abstract

Self regulation is a fundamental skill that must be acquired in the early years of life; It can cause positive and negative consequences during childhood, adolescence and adulthood. Especially the preschool period is an important process in ego development. The aim of the study was to examine the effect of self regulation skills on the ego resiliency levels of preschool children. Additionally, the study examined the relationship between children's self regulation skills and ego resilience levels. The study group consists of 309 children aged 5-6 attending pre-school and their mothers. Self-Regulation Skills Scale for 4-6 Year Old Children (Mother Form) and Child Ego Strength Scale were used to collect data. Data analysis was done using Pearson Correlation analysis and CHAID analysis. As a result, it was determined that there was a positive significant relationship between children's total self regulation skills and attention, working memory, inhibitory emotion, inhibitory behavior regulation and ego resilience levels, and as children's self regulation skill levels increased, their ego resilience levels also increased. In the study, it was determined that the attention sub-dimension in preschool children had a statistically significant primary determining effect on the ego resiliency levels of children. In addition, it has been determined that ego resiliency levels of children with high inhibitory control emotional behavior are better than children with moderate attention levels. Emphasis should be placed on supporting and developing ego and ego strength in children. Research results may guide the creation of appropriate intervention steps to improve children's ego resilience.

Keywords

Self regulation, Ego resilience, Preschool period, Toddlers

References

• Akpınar, H. (2017). DATA veri madenciliği veri analizi. İstanbul: Papatya.
• Alvord, M. K., & Grados, J. J. (2005). Enhancing resilience in children: A proactive approach. Professional Psychology: Research and Practice, 36(3), 238-245. http://dx.doi.org/10.1037/0735-7028.36.3.238
• Artuch-Garde, R., González-Torres, M. D. C., de la Fuente, J., Vera, M. M., Fernández-Cabezas, M., & López- García, M. (2017). Relationship between resilience and self-regulation: A study of Spanish youth at risk of social exclusion. Frontiers in Psychology, 8, 612.
• Bayındır, D., Balaban Dağal, A., & Önder, Ö. (2018). Examinin gemotional regulation skills based on ego resiliency levels in 60–72-month-old children in Turkey. Adıyaman University, Journal of Social Sciences Institute, 10(29), 377-400.
• Benzies, K., & Mychasiuk, R. (2009). Fostering family resiliency: a review of the key protective factors. Child &Family Social Work, 14 (1),103-114. http://dx.doi.org/10.1111/j.1365-2206.2008.00568x
• Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326-339.
• Block, J. H., & Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In W. A. Collins (Ed.), Minnesota symposia on childpsychology (Vol. 13, pp. 39-101). Hillsdale, NJ: Erlbaum.
• Block, J., & Block, J. H. (2006). Venturing a 30-year longitudinal study. American Psychologist, 61(4), 315-327. http://dx.doi.org/10.1037/0003-066X.61.4.315
• Bodrova, E., & Leong, D. J. (2010). Zihnin araçları: Erken çocukluk eğitiminde Vygotsky yaklaşımı (G. Haktanır, Çev. Ed.). Anı Yayıncılık.
• Bonanno, G. A., & Diminich, E. D. (2013). Annual research review: Positive adjustment to adversity-trajectories of minimal impact resilience and emergent resilience. Journal of Child Psychology and Psychiatry, 54(4), 378-401.
• Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2003). Characteristics of resilient youths living in poverty: The role of self-regulatory processes. Development and Psychopathology, 15(1), 139-162.
• Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (18. Baskı.). Ankara: Pegem Akademik Yayıncılık.
• Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Inter generational transmission of self-regulation: A multi disciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602-654.
• Compas, B. E., Jaser, S. S., & Benson, M. A. (2009). Coping and emotion regulation: Implications for understanding depression during adolescence. İçinde S. Nolen-Hoeksema & L. M. Hilt (Edi.), Handbook of depression in adolescents (s. 419-440). New York, NY: Routledge/Taylor & Francis Group.
• Connell, R. (2008). A thous and miles from kind: Men, masculinities and modern institutions. The Journal of Men's Studies, 16(3), 237-252.
• Connor, K. M,. & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor–Davidson resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82.
• Coyne, L. W., & Thompson, A. D. (2011). Maternal depression, locus of control, and emotion regulatory strategy as predictors of preschoolers’ internalizing problems. Journal of Child and Family Studies, 20, 873-883. http://doi:10.1007/s10826-011-9455-2
• Çelik, E. (2013). Lise son sınıf öğrencilerinin yılmazlık özelliklerinin duygusal dışa vurum açısından incelenmesi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(2), 221-236.
• Davis, D. W., Harris, R. C., & Burns, B. M. (2010). Attention regulation in low‐risk very low birth weight preschoolers: the influence of child temperament and parental sensitivity. Early Child Development and Care, 180(8), 1019-1040. http://doi: 10.1080/03004430802673961
• Derryberry, D., & Reed, M. A. (1996). Regulatory processes and the development of cognitive representations. Development and Psychopathology, 8(1), 215-234. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1126/science.1204529
• Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R., & Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8(1), 141-162.
• Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2002). Regulation, resiliency, and quality of social functioning. Self Identity, 1(2),121-28.
• Eisenberg, N., Spinrad, T. L., Fabes, R. A., Reiser, M., Cumberland, A., Shepard, S. A.,…Murphy, B. (2004). The relations of effortful control and impulsivity to children’s resiliency and adjustment. Child Development, 75(1), 25-46.
• Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495-525.
• Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Chassin, L., & Zhou, Q. (2010). Relations of temperament to maladjustment and ego-resiliency in at-risk children. Social Development, 19(3), 577-600. http://doi:10.1111/j.1467-9507. 2009.00550.x
• Erol, A., & İvrendi, A. (2018). 4-6 Yaş çocuklarına yönelik öz-düzenleme becerileri ölçeğinin geliştirilmesi (Anne Formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 178-195
• Gartland, D., Riggs, E., Muyeen, S., Giallo, R., Afifi, T. O., MacMillan, H., Herman, H., Bulford, E., & Brown, S. (2019). What factors are associated with resilient outcomes in children exposed to social adversity: A systematic review. BMJ Open, 9(4), e024870.
• Gizir, C. A. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerinde bir derleme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 113-128.
• Gloria, C. T., Faulk, K. E., & Steinhardt, M. A. (2013). Positive affectivity predicts successful and unsuccessful adaptation to stress. Motivation and Emotion, 37, 185-193.
• Gottman, J. M., Katz, L. F., & Hooven, C. (1997). Metaemotion. Hillsdale, NJ: Erlbaum.
• Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Sciences, 1094(1), 139-150.
• Greene, R. (2002). Human behavior theory: a resilience orientation. In R. Greene(Ed.), Resiliency: An integrated approach to practice, policy, and research (pp. 1–28). Washington, DC: NASW Press.
• Gülay Ogelman, H., & Özyürek, A. (2020). Koruyucu ve biyolojik aileye sahip okul öncesi çocukların ego sağlamlıklarının karşılaştırılması. Current Research in Social Sciences, 6(2), 161-169.
• Haynes, N. M. (2005). Personalized leadership for effective schooling. Retrieved from www.atdp.berkeley.edu/hayneskeynote_04.ppt
• Hofer, C., Eisenberg, N., & Reiser, M. (2010). Therole of socialization, effortful control, and ego-resiliency in french adolescents’. Social Functioning Journal of Research on Adolescence, 20(3), 555-582. http://doi:10.1111/j.1532- 7795.2010.00650.x
• Hong, F., Tarullo, A. R., Mercurio, A. E., Liu, S., Cai, Q., & Malley-Morrison, K. (2018). Childhood maltreatment and perceived stress in young adults: The role of emotion regulation strategies, self-efficacy, and resilience. Child Abuse & Neclect, 86, 69-146.
• Kabasakal, Z., & Arslan, G. (2014). The relationship between psychological resilience, family problems and antisocial behaviors in adolescence. International Journal of Family, Child andEducation, 2(3), 76-90.
• Karreman, A., vanTuijl, C., vanAken, M. A. G., & Deković, M. (2006). Parenting and self-regulation in preschoolers: a meta-analysis. Infantand Child Development, 15(6), 561-579. https://doi.org/10.1002/icd.478
• Karasar, N. (2005). Bilimsel araştırma yöntemi (17. Baskı). Ankara: Nobel yayın dağıtım.
• Keenan, K., & Shaw, D. (1997). Developmental and social influences on young girls’ early problem behavior. Psychological Bulletin, 121(1), 95-113.
• Kim, D. H., & Im, Y. J. (2014). Resilience as a protective factor for the behavioral problems in school-aged children with atopic dermatitis. Journal of Child Health Care, 18(1), 47-56.
• Kochanska, G., Murray, K., & Coy, K. C. (1997). Inhibitory control as a contributor to conscience in childhood: From toddler to early school age. Child Development, 68, 263-277.
• Kochanska, G., Murray, K. T. & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220-232. https://doi.org/10.1037/0012-1649.36.2.220.
• Kuş, E. (2009). Nicel-nitel araştırma teknikleri: sosyal bilimlerde araştırma teknikleri nicel mi? nitel mi? (3. Baskı). Ankara: Anı.
• Lee, J. H., Nam, S. K., Kim, A.R., Kim, B., Lee, M. Y., & Lee, S. M. (2013). Resilience: A meta-analytic approach. Journal of Counseling & Development, 91(3), 269-279.
• Lengua, L. J., Sandler, I. N., West, S. G., Wolchik, S. A., & Curran, P. J. (1999). Emotionality and self-regulation, threat appraisal, and coping in children of divorce. Development and Psychopathology, 11(1), 15-37.
• Luthar, S. (1999). Poverty and children’s adjustment. New-bury Park, CA: Sage
• Luthar, S. S., & Zelazo, L. B. (2003). Research on Resilience: An İntegrativere View. In S. S. Luthar (Ed.), Resilience and vulnerability: adaptation in the context of childhood adversities (pp. 510 549). Cambridge University Press. https://doi.org/10.1017/CBO9780511615788.023
• MacIsaac, A., Mushquash, A. R., Mohammed, S., Grassia, E., Smith, S., & Wekerle, C. (2021). Adverse childhood experiences and building resilience with the joypop app: Evaluation study. JMIR mHealth and uHealth, 9(1), e25087.
• Martel, M. M., Nigg, J. T., Wong, M. M., Fitzgerald, H. E., Jester, J. M., & Puttler, L. I. (2007). Childhood and adolescent resiliency, regulation, and executive functioning in relation to adolescent problems and competence in a high-risk sample. Development and Psychopathology, 19(2), 541-563. http://doi:10.1017/S0954579407070265
• Masten, A., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205-220.
• Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689-704. https://doi.org/10.1037/a0014240
• McClelland, M. M., & Cameron, C. E. (2012). Self regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures, Child Development Perspectives, 6 (2), 136-142.
• Moilanen, K. L., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. (2010). Longitudinal growth and predictors of inhibitory control in early childhood. Social Development, 19(2), 326-347.
• Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (Vol. 21). OPRE Report.
• Ogelman, H. G., & Önder, A. (2019). Emotional regulation strategies of 5–6-year-old children and their levels of resiliency. Early Child Development and Care, 191(2), 221-229. http://doi: 10.1080/03004430.2019.1613650
• Olson, S. L., Schilling, E. M., & Bates, J. E. (1999). Measurement of impulsivity: Construct coherence, longitudinal stability, and relationship with externalizing problems in middle childhood and adolescence. Journal of Abnormal Child Psychology, 27, 151-165.
• Önder, A., & Gülay-Ogelman, H. (2011). The reliability-validity study for the ego resiliency scale (teacher-mother-father forms) for children aged between 5 and 6. International Refereed Academic Social Sciences Journal, 2(1), 5-21.
• Özbey, S. (2019). Okul öncesi çocuklar için sosyal duygusal iyi oluş ve psikolojik sağlamlık ölçeğinin (PERİK) geçerlik güvenirlik çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 10(17), 756-786.
• Özbey, S., Mercan, M., & Alisinanoğlu, F. (2018). Okul öncesi eğitim kurumlarına devam eden 48-72 aylık çocukların yaşam kalitesi ile öz düzenleme becerileri arasındaki ilişkinin incelenmesi. Eğitim ve Toplum Araştırmaları Dergisi, 5(2), 157-173.
• Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441.
• Reed-Victor, E., & Stronge, J. H. (2002). Homeless students and resilience: Staff perspectives on individual and environmental factors. Journal of Children and Poverty, 8(2), 159-173.
• Roskam, I., Stievenart, M., Meunier, J., & Noel, M. (2014). The development of children’s inhibition: does parenting matter?. Journal of Experimental Child Psychology, 122(1), 166-182.
• Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and SocialPsychology, 78(1), 122-135. http://doi:10.1037//0022-3514.78.1.12 l
• Skibbe, L. E., McDonald-Connor, C., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26(1), 42-49.
• Smith, E. E., & Kosslyn, S. M. (2017). Bilişsel psikoloji-zihin ve beyin. ( M. Şahin, Çev.). Nobel Akademik.
• Southwick, B. T. Litz, D. C., & Friedman, M. J. (Eds.) (2011). Resilience and mental health: Challenges across the lifespan, (pp. 30–44). New York City: Cambridge UniversityPress.
• Stams, G. J. J. M., Juffer, F., Van Ijzendoorn, M. H., & Hocksbergen, R. C. (2001). Attachment based intervention in adoptive families in in fancy and children’s development at age 7: two follow-upstudies. British Journal of Developmental Psychology, 19(2), 159-180. http://doi:10.1348/ 026151001166010
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
• Taylor, Z. E., Eisenberg, N., Spinrad, T. L., & Widaman, K. F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood. Child Development, 84 (4), 1145-1151.
• Taylor Z. E., Eisenberg N., VanSchyndel, S. K., Eggum-Wilkens, N. D., Tracy L., & Spinrad, T. L. (2014). Children’s negative emotions and ego-resiliency: longitudinal relations with social competence. Emotion, 14(2), 397-406.
• Troy, A. S., & Mauss, I. B. (2011). Resilience in the face of stress: Emotion regulation as a protective factor. Resilience and mental health: Challenges across the lifespan, 1(2), 30-44.
• Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High-risk children from birth to adulthood. New York: Cornell University Press.
• Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: risk, resilience, and recovery. Ithaca, NY: Cornell University Press.
• Williams, K. E., & Berthelsen, D. (2017). The development of prosocial behaviour in early childhood: Contributions of early parenting and self-regulation. International Journal of Early Childhood, 49(1), 73-94.
• Woodward, L. J., Lu, Z. G., Morris, A. R., & Healey, D. M. (2017). Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children. Clinical Neuropsychologist, 31, 404-422.
• Valcan, D. S., Davis, H., & Pino-Pasternak, D. (2017). Parental behaviours predicting early childhood executive functions: A meta-analysis. Educational Psychology Review, 30, 607-649. https://doi.org/10.1007/s10648-017-9411-9
• Vasseleu, E., Neilsen-Hewett, C., Ehrich, J., Cliff, K., & Howard, S. J. (2021). Educator beliefs around supporting early self-regulation: development and evaluation of the self-regulation knowledge, attitudes and self-efficacy scale. Frontiers in Education, 6, 621320. https://doi.org/10.3389/feduc.2021.621320
• Vohs, K. D., & Baumeister, R. F. (2004). Understanding self-regulation: An introduction. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, Theory, and Applications (pp. 1-9). New York, NY: The Guilford Press
• Vohs, K. D., & Baumeister, R. F. (Eds.). (2011). Handbook of self-regulation: Research, theory, and applications (2nd ed.). The Guilford Press.
• Yule, K. (2017). Caregivers’ role in fostering resilience in preschoolers (Unpublished master thesis). Marquette University, USA.
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self regulation (pp. 13-39). Orlando, FL: Academic Press.