Okul Öncesi Öğretmenlerinin Göçmen Çocuklara Yönelik Akran Zorbalığı Konusundaki Görüşleri ve Deneyimleri

Abstract

Çok kültürlü sınıflar, farklı dini, dilsel, etnik ve cinsiyet geçmişlerine sahip çocukları kapsar ve bu durum hem olumlu hem de olumsuz etkileşimlere yol açabilir. Bu çalışma, göçmen çocukların dahil olduğu akran zorbalığına ilişkin anaokulu öğretmenlerinin bakış açılarını ve deneyimlerini incelemektedir. Çalışma grubu, araştırmaya gönüllü olarak katılan on üç okul öncesi öğretmeni içermektedir. Çalışmanın verileri, katılımcılarla yapılan yarı yapılandırılmış görüşmeler yoluyla elde edilmiştir. Toplanan veriler daha sonra içerik analizi kullanılarak sistematik olarak incelenmiş ve analiz edilmiştir. Bulgular, öğretmenlerin akran zorbalığının farkında olduklarını ve göçmen çocukların hem fail hem de mağdur rolünü üstlenebileceklerini kabul ettiklerini göstermektedir. Öğretmenlere göre, göçmen çocuklar zorbalığa genellikle pasif veya agresif tepkilerle karşılık vermektedir. Bu tür olayları ele almak için öğretmenler, empatiyi teşvik etmek, sınıf kuralları oluşturmak ve sistematik gözlemler yapmak gibi önleyici stratejiler kullanmaktadır. Ayrıca, dil ve iletişim engelleri, ekonomik dezavantajlar, önyargılar ve kültürel farklılıklar, göçmen çocukların hem zorbalığa karışmaları hem de zorbalığa maruz kalmaları riskini artıran kritik faktörler olarak belirlenmiştir.

Keywords

• Immigrant children
• multicultural education
• peer bullying
• preschool teacher

Ethical Statement

Burdur Mehmet Akif Ersoy Üniversitesi Girişimsel Olmayan Klinik Araştırmalar Etik Kurulu'ndan GO 2025/1257 numaralı kararı ile çalışma için onay alınmıştır.

Preschool Teachers' Views and Experiences on Peer Bullying of Immigrant Children

Abstract

Multicultural classrooms encompass children from diverse religious, linguistic, ethnic, and gender backgrounds, which can generate both positive and negative interactions. This study explores kindergarten teachers’ perspectives and experiences regarding peer bullying involving immigrant children. The study was designed as qualitative phenomenology and consisted of thirteen preschool teachers who were selected by using convenience sampling. Each teacher has to work at a public school, have at least one immigrant child in their class. The data of the study were obtained through semi-structured interviews conducted with the participants. The collected data were then systematically examined and analyzed by employing axial coding analysis. The findings indicate that teachers are aware of peer bullying and recognize that immigrant children may assume the roles of both perpetrators and victims. According to teachers, immigrant children often respond to bullying either passively or with aggressive reactions. To address such incidents, teachers employ preventive strategies, including fostering empathy, establishing classroom rules, and conducting systematic observations. Furthermore, language and communication barriers, economic disadvantages, prejudice, and cultural differences were identified as critical factors that heighten the risk of immigrant children both engaging in and being subjected to bullying.

Keywords

• Immigrant children
• multicultural education
• peer bullying
• preschool teacher
• childhood education

Ethical Statement

The approval was obtained for the study with the decision of Burdur Mehmet Akif Ersoy University Non-Interventional Clinical Research Ethics Committee numbered GO 2025/1257.

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