SINIF VE AKRAN KÜLTÜRÜ BAĞLAMINDA OKUL ÖNCESİ ÇOCUKLAR ARASINDA KABUL VE RET

Abstract

Bu çalışma, Türkiye’de sınıf ve akran kültürünün iç içe geçtiği iki bağlamda okul öncesi çocuklar arasında kabul ve ret davranışlarını izlemeyi amaçlamıştır. Katılımcılar, araştırmacılardan birinin okul öncesi öğretmeni olarak görev yaptığı sınıfa devam eden 23 çocuktan (13 erkek ve 10 kız, 5-6 yaş) oluşmuştur. Bu çocuklara ek olarak, araştırma grubuna çeşitli zamanlarda sınıfa gelen üç çocuk daha dahil edilmiştir. Çalışmada veri toplama teknikleri olarak katılımcı gözlem, mülakatlar, araştırmacı günlükleri ve doküman analizi kullanılmıştır. Veriler, kategorik yapıları ve altta yatan anlamları ortaya çıkarmada bazı teorik kavramları temel alan Teorik Matris Yöntemi (Groenland, 2016) ile analiz edilmiştir. Sonuçlar, bu sınıfta dışlama davranışlarının büyük ölçüde bağlamsal olduğunu ve arkadaşlık ilişkilerinden etkilendiğini ortaya koymuştur. Akran kültürü açısından bakıldığında, çocukların etkileşiminde hayali oyunların merkezde olduğu görülmüştür. Çocuklar arasındaki liderlik geçişken bir yapı sergilemiş ve sınıfta belirli akran grupları bulunmasına rağmen, çocuklar arasında edinilen bazı değerler akran etkileşimlerini düzenlemiştir. Sınıfta işlevsel kurallar ve bir hiyerarşi mevcut olup, yarı geçirgen kişilerarası sınırlar sınıfın kabul odaklı atmosferine katkı sağlamıştır.

Keywords

• Akran Kabulü
• Akran reddi
• Akran Kültürü
• Genel Sistemler Kuramı
• Okul Öncesi Eğitim

PEER ACCEPTANCE AND REJECTION AMONG PRE-SCHOOL CHILDREN IN THE CONTEXT OF CLASSROOM AND PEER CULTURE

Abstract

This study aimed to trace peer acceptance and rejection behaviors among preschool children in two intertwined contexts of classroom and peer culture in Turkey. Participants consisted of 23 children (13 boys and 10 girls, aged 5-6) attending in the classroom of one of the researchers who worked as a preschool teacher. In addition to these children, the research group included three other kids who came to class at various times. Participant observation, interviews, researcher diaries, and document analysis were all used as data collection techniques. In this study, the data were analyzed through the Theoretical Matrix Method (Groenland, 2016), which involves using some theoretical concepts as a base in the process of uncovering categorical structures and underlying meanings. The results revealed that the exclusion behaviors in this classroom were mostly contextual and influenced by friendships dynamics. From the perspective of peer culture, pretend play was at the centre of children’s interaction. Leadership among children was fluid, and certain shared values acquired among children regulated their peer interactions in the classroom, despite the presence of specific peer groups in the classroom. The classroom had functional rules and hierarchical structure, while semi-permeable interpersonal boundaries contributed to an atmosphere focused on social inclusion.

Keywords

• Peer acceptance
• Peer rejection
• Peer culture
• General Systems Theory
• Preschool education

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