Okul Öncesi Dönemde Akran Zorbalığı: Okul Öncesi Öğretmenlerinin Görüşleri Üzerine Bir İnceleme

Year 2024, Volume: 19 Issue: 42, 1954 - 1985, 30.06.2024

Aslı Balcı , Zeynep Kishalı

https://doi.org/10.35675/befdergi.1385238

Abstract

Bu araştırma okul öncesi öğretmenlerinin akran zorbalığına yönelik görüşlerini incelemek amacıyla yapılmıştır. Araştırma nitel araştırma yöntemlerinden tanımlayıcı nitel araştırma deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu 35 okul öncesi öğretmeni oluşturmuştur. Araştırmada veri toplama aracı olarak araştırmacılar tarafından alan yazın taraması yapılarak ve uzman görüşleri alınarak hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde tematik analizden yararlanılmıştır. Araştırma sonucunda mağdurun ve zorbanın özellikleri bireysel özellikler (sosyal-duygusal beceriler vb.) ve ailesel özellikler (ebeveyn tutumları vb.) olmak üzere iki alt tema altında sunulmuştur. Öğretmenlerin sınıflarında gözledikleri zorbalık türleri fiziksel zorbalık (vurma-ısırma, vb.), sözlü zorbalık (lakap takma, vb.) ve ilişkisel zorbalık (tehdit etme, vb.) olmak üzere üç alt tema altında toplanmıştır. Sonuçlar zorbalığın en çok denetimsiz ortamlarda ve zamanlarda görüldüğünü göstermiştir. Zorbalık davranışına şahit olan çocukların mağduru destekleme, zorbayı destekleme, tarafsız veya tepkisiz kalma gibi tepkiler gösterdiği görülmüştür. Öğretmenlerin tepkilerinin ise müdahale etmeye yönelik tepkiler, korumaya yönelik tepkiler ve tepkisiz kalma olduğu belirlenmiştir.

Keywords

Akran zorbalığı, okul öncesi dönem, öğretmen görüşleri

Peer Bullyıng in Preschool Perıod: An Investıgatıon on the Opinions of Preschool Teachers

Abstract

This research aimed to examine the opinions of preschool teachers on peer bullying. This research was conducted using a descriptive qualitative research design, which is one of the qualitative research methods. The study group of the research consists of 35 preschool teachers. A semi-structured interview form prepared by the researchers by reviewing the literature and taking expert opinions was used as a data collection tool in the study. Thematic analysis was used to analyze the data. As a result of the research, the characteristics of the victim and the bully are presented in two sub-themes: individual characteristics (social-emotional skills, etc.) and familial characteristics (parental attitudes, etc.). The types of bullying observed by teachers in their classrooms are grouped under three sub-themes: physical bullying (hitting-biting, etc.), verbal bullying (name-calling, etc.) and relational bullying (threatening, etc.). The results indicate that bullying is most common in uncontrolled environments and times. Additionally, children who witnessed bullying behaviour responded by supporting the victim, supporting the bully, or remaining neutral. The results also suggest that teachers' reactions were either intervention-oriented, protective, or unresponsive.

Keywords

Peer bullying, preschool period, teachers

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