OKUL ÖNCESİ DÖNEM ÇOCUKLARININ AKRAN İLİŞKİLERİNDEKİ BAZI DURUMLARA YÖNELİK GÖRÜŞLERİ

Abstract

Araştırmanın amacı, okul öncesi dönem çocuklarının akran ilişkilerinde karşılaştıkları üç durum (oyuna davet ettiği bir akranının onunla oynamak istememesi, oyun oynayan diğer akranlarının oyununa dâhil olmak isteme, oyun materyalini paylaşma) ile ilgili görüşlerinin ele alınmasıdır. Çalışma grubunda, normal gelişim özelliği gösteren 5-6 yaş grubundan 375 çocuk yer almaktadır. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu ile WALLY Sosyal Problem Çözme Ölçeği kullanılmıştır. Bulgular incelendiğinde, çocukların etkili ve etkili olmayan stratejiler olmak üzere çeşitli cevaplar verdikleri ortaya konulmuştur. Çocuklar oyun davetlerinin reddedilmesine yönelik 17 strateji geliştirmiştir. Cinsiyetlere göre kızların 15, erkeklerin 13 strateji geliştirdiği belirlenmiştir. Çocuklar oyuna dâhil olmaya yönelik 11 strateji geliştirmiştir. Çocuklar, oyun materyalini paylaşmaya yönelik 17 strateji geliştirmiştir. Sonuçlara bakıldığında, çocukların verilen akran durumu karşısında olumlu ve olumsuz stratejiler geliştirdikleri belirlenmiştir. En çok strateji geliştirilen durumlar oyuna davet etme ve paylaşma ile ilgili olurken, en az strateji oyuna dâhil olma durumuna aittir. En çok olumsuz strateji geliştirilen durum, paylaşmaya ilişkindir. Sonuçlar, okul öncesi dönem çocuklarına sosyal problem çözme becerilerinin öğretilmesine dikkat çekmektedir.

Keywords

• Akran Etkileşimleri
• Akran İlişkileri
• Okul Öncesi Dönem
• Sosyal Problem Çözme
• Oyun

PRESCHOOL PERIOD CHILDREN’S OPINIONS ABOUT VARIOUS SITUATIONS IN PEER RELATIONS

Abstract

The purpose of the study is to examine the opinions of preschool period children about three situations they encounter in peer relationships (when a peer they invite to the play doesn’t want to play with them, when they want to join the play of other peers playing, sharing the play materials). The study group consists of 5-6 years old 375 children with normal development. The Personal Information Form and the WALLY Social Problem-Solving Scale were used as the data collection tools of the research. When the findings are considered, it was observed that children gave various answers referring to effective and ineffective strategies. The children developed 17 strategies concerning the refusal of their play invitations. With respect to gender, it was observed that girl children developed 15 and boy children developed 13 strategies. The children developed 11 strategies about being included in a play. The children developed 17 strategies about sharing the play materials. According to the results, it was identified that children developed both positive and negative strategies related to the given peer situation. While the situations for which most number of strategies were developed for are about inviting to a game and sharing; the situations for which the least number of strategies were developed for are about being included in a game. Sharing is the situation for which the most number of negative strategies were developed about. The results underline teaching social problem-solving skills oriented to preschool period children.

Keywords

• Peer Interactions
• Peer Relations
• Preschool Period
• Social Problem Solving
• Play

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