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

Year 2024, , 18 - 37, 30.06.2024

Hülya Gülay Ogelman , Nazife Koyutürk Koçer , [e-mail] [e-mail]

https://doi.org/10.35452/caless.1480047

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

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

References

• Arbeau, K. A., Coplan, R. J., & Weeks, M. (2010). Shyness, teacher child relationships, and socio-emotional adjustment in grade 1. International Journal of Behavioral Development, 34(3), 259–269. https://doi.org/10.1177/0165025409350959
• Baardstu, S., Wang, M. V., & Brandlistuen, R. E. (2021). The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difculties: A prospective cohort study. European Early Childhood Education Research Journal, 30 (10), 1- 18. https://doi.org/10.1080/1350293X.2021.1981961
• Bodrova, E., & Leong, D. J. (2007). Tools of the mind (2nd ed.). Merrill/PrenticeHall.
• Dereli, E. (2019). Ebeveynlerin sosyal problem çözmelerinin çocukların sosyal problem çözmelerini yordaması. Cumhuriyet International Journal of Education, 8(1), 113–134. http://dx.doi.org/10.30703/cije.453128
• D’Zurilla, T. J., Maydeu-Olivares, A., & Gallardo-Pujol, D. (2011). Predicting social problem solving using personality traits. Personality and Individual Differences, 50(2), 142-147. https://psycnet.apa.org/doi/10.1016/j.paid.2010.09.015
• Dereli İman, E. (2014). The Effect of the Values Education Programme on 5.5-6 year old children’s social development: social skills, psycho-social development and social problem solving skills. Educational Sciences: Theory & Practice, 14 (1), 262-268. https://files.eric.ed.gov/fulltext/EJ1038757.pdf
• Diamond, L. L. (2018). Problem solving in the early years. Intervention in School and Clinic, 53 (4), 220-223. http://dx.doi.org/10.1177/1053451217712957
• Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2016). Story boks and beyond: Teaching problem solving skills in early childhood classrooms. Young Exceptional Children, 19(3), 18–31. https://doi.org/10.1177/1096250615576803
• Gold, Z. S.,Perlman, J., Howe, N., Mishra, A. A., DeHart, G. B., Hertik, H., & Buckley, J. (2022). An observationalstudy of children’s problem solving during play with friends. Journal of Cognitionand Development, 23, 4, 503-523. http://dx.doi.org/10.1080/15248372.2022.2058509
• Green, V. A., & Cillessen, A. H. N. (2008). Achievement versus maintenance of controlin six-year-old children’s interactions with peers: An observational study. Educational Psychology, 28(2), 1–20. https://doi.org/10.1080/01443410701491759
• Green, V. A., Cillessen, A., H. N., Rechis, R., Patterson, M. M. & Hughes, J. M. (2008). Social problem solving and strategy use in young children. The Journal of Genetic Psychology, 169 (1), 92-112. https://www.tandfonline.com/doi/abs/10.3200/GNTP.169.1.92-112
• Gülay Ogelman, H. (2018). Okul öncesi dönemde akran ilişkileri. 3. Baskı. Eğiten Kitap.
• Gülay Ogelman, H., Koyutürk Koçer, N., & Önder, A. (2023). Examination of 5-6 years old children’s social problem solving skills with according to social status. Theory and Practice in Child Development, 3(1), 1-16. https://doi.org/10.46303/tpicd.2023.1
• Howes, C., & Hamilton, C. E. (1993). The changing experience of childcare: Changes in teachers and in teacher-child relationships and children's social competence with peers. Early Childhood Research Quarterly, 8 (1), 15-32. https://psycnet.apa.org/doi/10.1016/S0885-2006(05)80096-1
• Kaur, M. (2018). Social problem-solving skills in children: an exploratory study. Journal of Advances and Scholarly Researches in Allied Education [JASRAE], 15 (8), 21-29. doi: 10.29070/JASRAE.
• Kaya, M., Tadeu, P., Sahranç, Ü., Arslan, S., & Demir, S. (2017). An investigation of problem solving skills in preschool education. Sakarya University Journal of Education, 7(3), 498-514. https://doi.org/10.19126/suje.315715
• Kayılı, G. & Arı, R. (2015). Wally sosyal problem çözme testi: geçerlik ve güvenirlik çalışması. Uluslararası Eğitim Bilimleri Dergisi, 2(3), 51-60. https://dergipark.org.tr/tr/pub/inesj/issue/40010/475659
• Kayılı, G., & Arı R. (2016). The effect of montessori method supported by social skills training program on Turkish kindergarten children’s skills of understanding feelings and social problem solving. Journal of Educationand Training Studies, 4 (12), 81-91. https://eric.ed.gov/?id=EJ1120176
• Kayılı, G. & Erdal, Z. (2021), “Children’s problem-solving skills: Does drama-based story telling method work?”, Journal of Childhood, Education & Society, 2(1), 43-57. https://doi.org/10.37291/2717638X.20212164
• Krasnor, L.R. (1982). An observational study of social problem solving in young children. In: Rubin, K.H.,Ross, H.S. (eds) Peer relationships and social skills in childhood. Springer.
• Mace, A. (2019). The role of kindergarten-entry social problem-solving skills in children’s early elementary social adjustment. (Doctoral dissertation). State University of New York.
• Mayeux, L., & Cillessen, A. H. N. (2003). Development of social problem solving in earlychildhood: stability, change, andassociationswithsocialcompetence. The Journal of Genetic Psychology, 164(2), 153-173. https://psycnet.apa.org/doi/10.1080/00221320309597975
• Mulrey, B. C. (2017). Increasing social problem-solving skills in early child hood. (Doctoral dissertation). New England College, England.
• Özkan, H. K., & Aksoy, A. B. (2017). An investigation of maternal emotion socialization behaviors, children’s self-perceptions, and social problem-solving skills. Eurasian Journal of Educational Research, 67, 125-139. http://dx.doi.org/10.14689/ejer.2017.67.8
• Pawlina, S., & Stanford, C. (2011). Preschoolers grow their brains: Shifting mind sets for greater resiliency and better problem solving. YC Young Children, 66(5), 30-35. https://www.westonschools.org/wp- content/uploads/2017/02/WW-problem_solving_8-13.pdf
• Roopnarine, J. L., Krishnakumar, A., Metindogan, A., & Evans, M. (2006). Links between parenting styles, parent–child academic interaction, parent–school interaction, and early academic skills and social behaviors in young children of English-speaking Caribbean immigrants. Early Child. Res. Q. 21, 238–252. https://psycnet.apa.org/doi/10.1016/j.ecresq.2006.04.007
• Stanton-Chapman, T.L. (2015). Promoting positive peer interactions in the preschool classroom: The role and there sponsibility of the teacher in supporting children’s sociodramatic play. Early Childhood Education J, 43, 99-107. http://dx.doi.org/10.1007/s10643-014-0635-8
• Syrjämäki, M., Pihlaja, P., & Sajaniemi, N. K. (2019). Enhancing peer interaction in early childhood special education: chains of children’s initiatives, adults’ responses and their consequences in play. Early Childhood Education Journal, 47, 559–570. https://doi.org/10.1007/s10643-019-00952-6
• Tekin, H., & Kayılı, G. (2023). The effects of parental attitudes on emotion regulation skills of 36-72 month-old children (example of threecenters in Menteşe District of Muğla Province). Manas Sosyal Araştırmalar Dergisi, 12 (2), 621-640. https://doi.org/10.33206/mjss.1149122
• Walker, O. L., Degnan, K. A., Fox, N. A., & Henderson, H. A. (2013). Social problem-solving in early childhood: Developmental change and th eInfluence of shyness. J Appl Dev Psychol. 34 (4), 185–193. https://psycnet.apa.org/doi/10.1016/j.appdev.2013.04.001
• Walker, S., Irving, K., & Berthelsen, D. (2002). Gender influences on preschool children's social problem-solving strategies. J GenetPsychol, 163 (2), 197-209. https://doi.org/10.1080/00221320209598677
• Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.