Öğretmenlerin Akran Eğitimine Tutumları İle Sınıflarındaki Çocukların Akran Kavramına Yönelik Çizimlerinin İncelenmesi

Year 2025, Issue: 66, 4204 - 4231, 29.12.2025

Bahar Semiz

https://doi.org/10.53444/deubefd.1643642

Abstract

Yapılan çalışma öğretmenlerin akran eğitimine tutumları ile sınıflarındaki çocukların akran kelimesine yönelik resimlerinin incelenmesi amacıyla yapılmıştır. Araştırma 8 öğretmen, 96 çocuk ile gerçekleştirilmiştir. Karma modelden oluşan çalışma da 4 farklı form kullanılmıştır. Bu formlar: Uzman görüşü alınan beş soru, kişisel bilgi formu, arkadaş soru formu ve akran eğitim tutum ölçeğinden oluşmaktadır. Nitel veriler betimsel analiz kullanılarak nicel forma çevrilmiştir. Bulgular sonrasında çocukların, resim yapmadan önce ve resim yaptıktan sonra akran/arkadaş kavramına ilişkin yönelik ifadelerinde en çok sevgi olarak bulunmuştur. Öğretmenler ise akran eğitimine yönelik tutum ölçeğinden aldıkları puanlar doğrultusunda yüksek ve çok yüksek olarak bulunmuştur. Öğretmenlerin aldıkları puanlara bakılarak 3’ü yüksek, 5’i çok yüksek olarak bulunmuştur. Öğretmenlere yönelik sorulan sorularda (çocukların birbiri ile olan ilişkilerini gözlemleme, akran ilişkilerindeki farklılaşmaya göre sosyal beceri düzeyi, çocukların birbirleri ile olan ilişkisi, akran ilişkilerinin çocukların özelliklerine göre etkilenmesi, akranların birbirleri ile olan paylaşımları iletişimlerini desteklemeye yönelik yapılan çalışmalar) akran eğitimine yönelik ifadeleri de bulunmuştur.

Keywords

Akran , Akran eğitimi , Erken çocukluk , Resim

Investigation of Teachers' Attitudes to Peer Education and Children's Drawings on the Concept of Peer

Abstract

The study was conducted to examine the attitudes of teachers to peer education and the pictures of the children in their classes for the word peer. The research was carried out with 8 teachers and 96 children. In the study, which consists of a mixed model, 4 different forms were used. These forms consist of five questions for which expert opinion was obtained, a personal information form, a friend questionnaire and a peer education attitude scale. Qualitative data were translated into quantitative form using descriptive analysis. After the findings, it was found that love was the most common in the children's expressions about the concept of peer/friend before and after painting. Teachers, on the other hand, were found to be high and very high in line with the scores they received from the attitude scale towards peer education. Considering the scores of the teachers, 3 were found to be high and 5 were found to be very high. In the questions asked to the teachers (observing the relationships of children with each other, social skill level according to the differentiation in peer relations, the relationship of children with each other, the effect of peer relations according to the characteristics of children, studies to support the communication of peers with each other) expressions about peer education were also found.

Keywords

Peer , Peer education , Early childhood , Painting

References

• Akmeşe, P., Uğurlu, N. I., & Kayhan, N. (2023). Kapsayıcı eğitim uygulamaları yürütülen sınıflarda dil gelişimini desteklemede etkileşimli kitap okuma uygulamaları: okul öncesi öğretmenlerinin görüşleri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(3), ss. 1017-1039.
• Atış Akyol, N., & Güney Karaman, N. (2021). Çocukların akran ilişkileri öğretmen değerlendirme ölçeğinin geçerlilik ve güvenirlik çalışması. Cumhuriyet International Journal of Education, 10(3), 1066-1084.
• Bandura, A. (1977). Social learning theory. Prentice Hall.
• Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs.(revised edition). National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.
• Çetin, Z., & Güneş, N. (2021). Drawing as a means of self-expression: a case study. Early Child Development and Care, 191(1), 136-147.
• Chen, J., Jiang, H., Justice, L. M., Lin, T-J., Purtell, K. M., & Ansari, A. (2020). Influences of teacher–child relationships and classroom social management on child-perceived peer social experiences during early school years. Frontiers in Psychology, 11, Article 586991. https://doi.org/10.3389/fpsyg.2020.586991
• Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Ahmad, E., McCarthy, M. F., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. A. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development. Advance online publication. https://doi.org/10.1111/cdev.13968
• Creswell, J. (2017). ''Karma Yöntem Araştırmalarına Giriş'', (M. Sözbilir, Çev.), Pegem Akademi. Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0510-2
• Djamnezhad, D., Häggström, F., Hollenweger, J., Madjarevic, J., & Ólafsdóttir, E. (2021). Social and emotional learning in preschool settings: A systematic map of systematic reviews. Frontiers in Education, 6, Article 691670. https://doi.org/10.3389/feduc.2021.691670
• Doğruyol, S., & Yetim, Ü. (2019). Ebeveyne bağlanma, algılanan anne/baba tutumu ile akran ilişkileri arasındaki ilişkide benlik saygısının aracılık rolü. Nesne, 7(14), ss. 34-51. https://www.ceeol.com/search/article-detail?id=782949
• Fabris, M. A., Bozzato, P., & Kallitsoglou, A. (2023). Drawing peer relations: Children’s visual representations of social interactions. Frontiers in Psychology, 14, 1250556. https://doi.org/10.3389/fpsyg.2023.1250556
• Findlay, L. C., Girardi, A., & Coplan, R. J. (2006). Links between empathy, social behavior, and social understanding in early childhood. Early Childhood Research Quarterly, 21(3), 347–359. https://doi.org/10.1016/j.ecresq.2006.07.009
• Gagnon, S. G., & Nagle, R. J. (2004). Relationships between peer interactive play and social competence in at‐risk preschool children. Psychology in the Schools, 41(2), pp. 173-189. https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.10120
• Golomb, C. (2004). The child’s creation of a pictorial world. Psychology Press.
• Gomes, L., & Livesey, D. (2008). Exploring the link between impulsivity and peer relations in 5‐and 6‐year‐old children. Child: care, health and development, 34(6), ss. 763-770. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2214.2008.00878.x
• Groh, A. M., Fearon, R. M. P., van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2014). Attachment in the early life course: Meta-analytic evidence for its role in socioemotional development. Child Development Perspectives, 8(3), 193–206. https://doi.org/10.1111/cdep.12071
• Guralnick, M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young children with developmental delays: A historical perspective. Infants & Young Children, 23(2), 73–83. https://doi.org/10.1097/IYC.0b013e3181d22e14
• Gülay, H. (2009). Okul öncesi dönemde akran ilişkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26(26), 25-40.
• Gündoğdu, S.(2022). Okul öncesi öğretmenlerinin dramatik oyuna karşı bakış açılarının incelenmesi. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(2),ss. 843-855. https://acikerisim.nevsehir.edu.tr/handle/20.500.11787/7653
• Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024). Enhancing social-emotional skills in early childhood: Intervention study on the effectiveness of social and emotional learning. BMC Psychology, 12, Article 761. https://doi.org/10.1186/s40359-024-02280-w
• Howes, C. (2009). Friendship in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 180–194). Guilford Press.
• Howes, C., & Matheson, C. C. (1992). Sequences in the development of competent play with peers: Social and pretend play. Developmental Psychology, 28(5), 961–974. https://doi.org/10.1037/0012-1649.28.5.961
• Jiang, H. (2023). Peer experiences in the preschool classroom: Contribution to children's development. Early Childhood Research Quarterly, 63, 101-113. https://doi.org/10.1016/j.ecresq.2023.02.003
• Johnson, D. W., Johnson, R. T., Roseth, C. J., & Shin, T. S. (2014). The relationship between motivation and achievement in cooperative learning: The mediating role of peer relations. Contemporary Educational Psychology, 39(4), 280–292. https://doi.org/10.1016/j.cedpsych.2014.08.001
• Kallitsoglou, A. (2023). Teacher attitudes towards evidence-based practices for pupils with social emotional mental health needs. Journal of Research in Special Educational Needs, 23(1), 1-12. https://doi.org/10.1111/1471-3802.12516
• Keerthirathne, W. K. D. (2020). Peer learning: an overview. International Journal of Scientific Engineering and Science, 4(11), 1-6. https://www.researchgate.net/publication/355209445_Peer_Learning_an_Overview
• Kucaba, K., & Monks, C. P. (2022). Peer relations and friendships in early childhood: The association with peer victimization. Aggressive Behavior, 48(5), 431–442. https://doi.org/10.1002/ab.22029
• Ladd, G. W. (1999). Children’s peer relations and social competence: A century of progress. Yale University Press.
• Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373–1400. https://doi.org/10.1111/1467-8624.00099
• Loukatari, P., Matsouka, O., Papadimitriou, K., Nani, S., & Grammatikopoulos, V. (2019). The effect of a structured playfulness program on social skills in kindergarten children. International Journal of Instruction, 12(3), 237–252.
• Lowenfeld, V., & Brittain, W. L. (1987). Creative and mental growth (7th ed.). New York: Macmillan.
• Malchiodi, C. A. (2012). Handbook of art therapy. Guilford Press.
• McWayne, C., McDevitt, T., & Serpell, Z. (2020). Peer relationships and social-emotional development in culturally diverse early childhood classrooms. Journal of Applied Developmental Psychology, 69, 101160. https://doi.org/10.1016/j.appdev.2020.101160
• Miles, M. Ve Huberman, A. (1994). ''Qualitative Data Analysis: An Expanded Sourcebook'', Thousand Oaks, CA: Sage.
• Murray, E. (2023). Children's drawings of student-teacher relationships. ERIC. https://eric.ed.gov/?id=EJ1379075
• Neitola, M. (2024). Explaining children's social relationships in early childhood. Journal of Early Childhood Research, 22(3), 245-259. https://doi.org/10.1080/1350293X.2023.2257912
• Ogelman, H. G. (2014). Okul öncesi eğitim kurumlarında serbest zaman etkinliklerinin gözlemlenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(26), ss. 125-138. https://dergipark.org.tr/en/download/article-file/183141
• Ogelman, H. G., & Ersan, C. (2014). Okul Öncesi Öğretmenlerinin Sınıf Yönetimi Stratejilerinin Çocukların Akran İlişkileri Üzerindeki Etkisi. Bartın University Journal of Faculty of Education, 3(2), 63-84.
• Ogelman, H. G., Akdoğan, S., Kahveci, D., & Toklu, D. A. (2022). Küçük çocuklarda oyun davranişlari ve sosyal konum. Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 8(2), ss. 81-98. https://dergipark.org.tr/tr/download/article-file/2470213
• Okatan, Ö., & Tagay, Ö. (2021). Okul öncesi öğretmenlerinin çocuğu tanıma ve değerlendirme yöntemi olarak oyuna ilişkin görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(3), ss. 2140-2164. https://dergipark.org.tr/en/download/article-file/1623433
• Öksel, S. (2017). Çocuk resimlerinin gelişim aşamaları ve resim yoluyla çocuğu anlama. Sanatla Yaşam Dergisi, 5(2), 55-72.
• Oral, G. (2022). Sınıf ve okul öncesi öğretmelerinin akran eğitimine ilişkin tutumları. The Journal of Academic Social Science, 127(127), ss. 206-227. https://asosjournal.com/?mod=makale_tr_ozet&makale_id=55070
• Özdemir, B. (2018). ''Okul öncesi ve sınıf öğretmenlerinin akran eğitimine ilişkin tutumları'', [Yayımlanmamış yüksek lisans tezi]. İstanbul Aydın Üniversitesi.
• Özyürek, A. (2017). Okul öncesi çocuklarin duygulari tanima ile duygulari yönetme ve arkadaşlik becerileri arasindaki ilişki. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi, (59), ss. 128-140. https://dergipark.org.tr/en/download/article-file/383889
• Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357–389. https://doi.org/10.1037/0033-2909.102.3.357
• Piaget, J. (1962). Play, dreams, and imitation in childhood. Norton.
• Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher–student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). Springer. https://doi.org/10.1007/978-1-4614-2018-7_17
• Pollak, I., Stiehl, K. A. M., Birchwood, J., Schrank, B., Zechner, K. A., Wiesner, C., Woodcock, K. A., & colleagues (2023). Promoting peer connectedness through social-emotional learning: Evaluating the intervention effect mechanisms and implementation factors of a social-emotional learning programme for 9 to 12-year-olds. Journal of Youth and Adolescence, 53(1), 89–116. https://doi.org/10.1007/s10964-023-01871-x
• Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
• Rubin, K. H., Bukowski, W. M., & Laursen, B. (2011). Handbook of peer interactions, relationships, and groups. Guilford Press.
• Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon & R. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 571–645). Wiley.
• Schneider, B. H., Atkinson, L., & Tardif, C. (2015). Early child-parent attachment and peer relations: A meta-analysis of recent research. Attachment & Human Development, 17(3), 213–231. https://doi.org/10.1080/14616734.2015.1006388
• Sebanc, A. M. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12(2), 249–268. https://doi.org/10.1111/1467-9507.00234
• Selman, R. L. (1980). The growth of interpersonal understanding: Developmental and clinical analyses. Academic Press.
• Serjouie, A. (2021). Children’s drawings as windows to social-emotional development. In S. Miller & P. Lee (Eds.), Visual methods in early childhood research (pp. 23–45). Springer. https://link.springer.com/chapter/10.1007/978-3-030-89236-4_2
• Shenfield, T. (2023). The Importance of Play in Social Skills Development. Psy-Ed. https://www.psy-ed.com/wpblog/play-and-social-skills-development/
• Shinohara, A. (2022). Children’s affiliation toward peers reflected in their picture drawings. PMC. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10439021/
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Shoshani, A. (2024). The roots of compassion in early childhood. ScienceDirect. https://www.sciencedirect.com/science/article/abs/pii/S0022096524000201
• Siraj-Blatchford, I., Clarke, S., & Needham, M. (2019). Supporting children’s learning in culturally diverse settings. Open University Press.
• Song, S. Y. (2006). The role of protective peers and positive peer relationships in school bullying: How can peers help?. The University of Nebraska-Lincoln.
• Sop, A., & Topcu Bilir, Z. (2024). “Oynarsan Barışırım”: 4-6 Yaş Çocukların Yakın Arkadaşlık Algılarını Keşfetmek. Batı Anadolu Eğitim Bilimleri Dergisi, 15(3), 2948-2969.
• Țepordei, A. M. (2023). Children's peer relationships, well-being, and academic achievement: A longitudinal study. Frontiers in Psychology, 14, 1174127. https://doi.org/10.3389/fpsyg.2023.1174127
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. baskı). Seçkin Yayıncılık.
• Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2021). Building academic success on social and emotional learning: What does the research say? Teachers College Press.