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The İnvestigation of Relationship Between Children Temperament And Language Skills in Preschool Children

Year 2014, , 20 - 38, 30.06.2014
https://doi.org/10.17556/jef.95780

Abstract

This research has been conducted to examine the predictor effects that children's temperament traits have on their language skills. The sample group of the study con-sisted of 112 children of 3-6 years old attending preschools located in central region of Uşak city. To collect data, The Marmara Development Scale, as well as the Short Temperament Scale for Children was completed by their mothers and teachers. The Pearson Product-moment correlation coefficient and simple linear regression meth-ods were used to analyze the data. According to the results there is a significantly positive relationship between language skills and the level of approach and rhythmic-ity dimensions of temperament. In addition approach and rhythmicity are the predic-tor factors that have the effect on children language skills.

References

  • Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. Cambridge, England: Cambridge University Press.
  • Bloom, L., ve Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension in development. Monographs of the Society for Research in Child Development, 66(4), i-viii, 1-91.
  • Bonica, C., Arnold, D.H., Fisher, P.H., Zeljo, A., ve Yershova, K. (2003). Relational aggression, relational victimization, and language development in preschoolers. Social Development, 12(4), 551–562.
  • Buss, A. ve Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Lawrence Erlbaum Associates Inc. Calkins, S.D. ve Degnan, K.A. (2006). Temperament in early development. In: Ammerman R, editor. Comprehensive Handbook of Personality and Psychopathology, Vol 3: Child Psychopathology.Wiley; New York.
  • Chess, S. ve Thomas, A. (1986). Temperament in clinical practice. New York: Guilford.
  • Coplan, R.J., Barber, A.M. ve Lagace-Seguin, D.G. (1999). The role of child temperamentas a predictor of early literacy and numeracy skills in preschoolers. Early Childhood Research Quarterly,14(4), 537DiLalla, L.F., Marcus, J.L., ve Wright-Phillips, M.V. (2004). Longitudinal effects of preschool behavioral styles on early adolescent school performance. Journal of School Psychology, 42(5), 38540
  • Dixon,W.E. ve Shore, C. (1997). Temperamental predictors of linguistic style during multiword acquisition. Infant Behavior and Development, 20(1), 99–103.
  • Dixon, W.E. ve Smith, P.H. (2000). Links between temperament and language acquisition. Merrill-Palmer Quarterly, 46(3), 417-440.
  • Durkin, K. (2009). Language, shyness, and social contexts: Commentary. Infant and Child Development, 18, 291-298.
  • Erdoğan, S., Şimşek B. H. ve Erdoğan Aras, S. (2006). Alt sosyoekonomik bölgelerde anasınıfına devam eden 5–6 yaş grubundaki çocukların dil gelişim düzeylerine bazı faktörlerin etkisinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(1), 231-246.
  • Essa, E. (2003). A Practical Guide to Solving Preschool BehaviourProblems (5 th ed), Delmar Learning.
  • Fi şek, G.O. ve Yıldırım, S.M. (1983). Çocuk Gelişimi. 1. Basım. Milli Eğitim Basımevi, İstanbul, 44–49.
  • Garello, V., Viterbori, P., ve Usai, M.C. (2012). Temperamental profiles and language development: A replication and an extension. Infant Behavior and Development, 35(1), 71-82.
  • Gülay, H. (2012). Temperament and peer relations: investigating the effect the temperament of 5–6-year-olds has on their peer relations. Early Child Development and Care, 182(10), 1383-1397.
  • Güven, N. ve Bal, S. (2004). Dil Gelişimi ve Eğitim. Epsilon Yayınları. İstanbul.
  • Hamre, B.K. ve Pianta, R.C. (2001). Early teacher-child relationships and trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
  • Hay, D.F., Payne, A., ve Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84–108. Huffman, L.C., Mehlinger, S.L., ve Kerivan, A.S. (2000). Risk factors for academic and behavioural problems at the beginning of school. Chapel Hill, NC: University of North Carolina, FPG Child Development Center.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım, Ankara.
  • Karrass, J.ve Braungart-Rieker, J.M., (2003). Parenting and temperament as interacting agents in early language development. Parenting Science and Practice, 3(3), 235-259.
  • Kohen, E. (1989). Anaokulu çocuklarının mizaç özelliklerinin anne ve babaları tarafından değerlendirilmesi.Yayınlanmamış Yüksek Lisans Tezi. Ege Üniversitesi, İzmir.
  • Kubicek, L.F., Emde, R.N., ve Schmitz, S. (2001). Temperament, mental development, and language in the transition from infancy to early childhood. In R.N. Emde, & J. K. Hewitt (Eds.), Infancy to early childhood: Genetic and environmental influences on developmental change (pp. 307–328). New York: Oxford University Press.
  • Liew, J., Castillo, L.G., Chang, B.W. ve Chang, Y. (2011). Temperament, self regulation, and school adjustment in Asian American children. In F. Leong, L. Juang, D.B. Qin, &H.E.Fitzgerald (Eds.), Asian American and Pacific Island Children’s Mental Health, Volume 1: Development and Context. Westport, CT: Praeger Publishers.
  • Ma, I.(2006). Temperament and peer relationships . Childhood Education, 83(1), 38-44.
  • Matheny, A.P. (1989). Temperament and cognition: Relations between temperament and mental test scores. In: Kohnstamm GA, Bates JE, Rothbart MK, editors. Temperament in childhood. Oxford, England: John Wiley & Sons; 1989. pp. 263–282.
  • Morales, M., Mundy, P., Delgado, C.E.F., Yale, M., Messinger, D., Neal, R., ve Schwartz, H.K. (2000). Responding to joint attention across the 6- though 24-month age period and early language acquisition. Journal of Applied Developmental Psychology, 21(3), 283–298.
  • Mundy, P.ve Gomes, A. (1998). Individual differences injoint attention skill development in the second year. Infant Behavior and Development, 21(3), 469-482.
  • Oktay, A., ve BilginAydın, H. (2002). Marmara gelişim ölçeğinin geliştirilmesi (3-6 yaş dönemi çocukları için). Erken Çocukluk Gelişimi ve Eğitimi Sempozyumu Bildiriler Kitabı (pp. 64-69), Kök Yayıncılık, Ankara.
  • Oliver, K.K. (2002). Understanding your child’s temperament family life month packet. http://ohioline.osu.edu/flm02/pdf/fs05.pdf . (İndirilme tarihi: 02011)
  • Önder, A.ve Gülay, H. (2010). Preschool children’s Turkish language skills related to various variables (sample of Denizli). Educational Research and Reviews, 5(9), 518-525, Öneren Şendil, Ç. (2010). An investigation of social competence and behavioral problems of 5- 6 year old children through peer preference, temperament and gender. Unpublished Master Thesis. Middle East Technical University. Turkey.
  • Prior, M.R., Sanson, A.V., ve Oberklaid, F. (1989). The Australian Temperament Project. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 537-554). Chichester, England: Wiley.
  • Prior, M., Smart, D., Sanson, A., Pedlow, R. ve Oberklaid, F. (1992). Transient versus stable behavior problems in a normative sample: infancy to school age. Journal of Pediatric Psychology. 17(4), 423-4
  • Rieser-Danner L.A. (2003). Individual differences in infant fearfulness and cognitive performance: A testing, performance, or competence effect? Genetic, Social, and General Psychology Monographs,129(1), 41–71.
  • Rothbart, M.K. ve Derryberry, D. (1981). Development of individualdifferences in temperament. In M.E. Lamb & A.L. Brown (Eds.), Advances in developmental psychology (Vol 1, pp.37-86). Hillsdale, NJ: Erlbaum.
  • Rothbart, M., ve Bates, J. (1998). Temperament. In W. Damon (Series ed.), & N. Eisenberg (Vol.ed.), Handbook of child psychology: Vol. Social, Emotional, and Personality Development (5th ed., pp. 105–176). New York: Wiley.
  • Rudasill, K.M., Rimm-Kaufman, S.E., Justice, L.M.ve Pence, K. (2006). Temperament and language skills as predictors of teacher– child relationship quality in preschool. Early Education & Development, 17(2), 271–291.
  • Rudasill, K.M., ve Rimm-Kaufman, S.E. (2009). Teacher-Child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24(2), 107-120. Rudasill, K.M. (2011). Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26(2), 147-1
  • Sanson, A.V. ve Rothbart, M.K. (1995). Child temperament and parenting. In: Bornstein MH, editor. Handbook of parenting. Hillsdale, NJ: Erlbaum; 1995. pp. 299–321.
  • Sanson, A., Hemphill, A.S., ve Smart, D. (2002). Temperament and social development. In Smith, P. K., & Hart. C. H. (Eds.), Blackwell handbook of childhood social development (pp. 97- 116). Oxford, UK: Blackwell Publishers.
  • Sanson, A., Hemphill, A.S., ve Smart, D. (2004). Connections between temperament and social development: A review. Social Development, 13(1), 142-170.
  • Shaw, D.S., Owens, E.B., Giovannelli, J. ve Winslow, E.B. (2001). Infant and toddler pathways leading to early externalizing disorders. Journal of American Academy of Child and Adolescent Psychiatry, 40(1), 36-43.
  • Slomkowski, C.L., Nelson, K., Dunn, J. ve Plomin, R. (1992). Temperament and language: Relations from toddlerhood to middle childhood. Developmental Psychology, 28(6),1090-1095.
  • Spere, K.A., Schmidt, L.A.,Theall-Honey, L.A.ve Martin-Chang, S. (2004). Expressive and receptive language skills of temperamentally shy preschoolers. Infant and Child Development, 13(2), 1231
  • Stright, A.D., Gallagher, K.C., ve Kelley, K. (2008). Infant temperament moderates relations between maternal parenting in early childhood and children’s adjustment in first grade. Child Development, 79(1), 186-200.
  • Taner, M. ve Ba şal, H.A. (2005). Farklı sosyo-ekonomik düzeylerde okul öncesi e ğitimi alan ve almayan ilköğretim birinci sınıf öğrencilerinin dil gelişimlerinin cinsiyete göre karşılaştırılması. Uludağ Üniversitesi E ğitim Fakültesi Dergisi, XVIII(2), 395-420.
  • Thomas, A., Chess, S., Birch, H.G., Hertzig, M.E. ve Korn, S. (1963). Behavioral individuality in early childhood. New York: New York University Press.
  • Thomas, A., Chess, S. ve Birch, H.G. (1968). Temperament and behavior disorders in children. New York: New York University Press
  • Thomas, A. ve Chess, S. (1977). Temperament and development. New York: Bruner/Mazel.
  • Ya ğmurlu, B. ve Sanson, A. (2009). Acculturation and parenting among Turkish mothers in Australia. Journal of Cross-Cultural Psychology, 40(3), 361-380.
  • Yazgan İnanç, B., Bilgin, M. ve Kılıç Atıcı, M. (2007). Gelişim Psikolojisi, Çocuk ve Ergen Geli şimi. Pegem-A Yayıncılık. Ankara.
  • Yıldırım, A. (2008). Okul öncesi eğitim kurumlarından yararlanmayan 45 yaş çocuklarının dil gelişimini etkileyen faktörlerin incelenmesi (Konya ili örneği). Yayınlanmamış yüksek lisans tezi. Konya, SelçukÜniversitesi.
  • Yoleri, S. ve Gürşimşek, I. (2012). Temperamental characteristics and peer victimization among pre-school children. International Journal of Global Education, 1(1), 54-65.
  • Zentner, M. ve Bates, J. E. (2008). Child temperament: anintegrative review of concepts, research programs, andmeasures. European Journal of Developmental Science [EJDS], 2(1/2), 7–37.
  • Weiss, A.D.G. ve Fantuzzo, J.W. (2001). Multivariate impact of health and caretaking risk factors on the school adjustment of first graders. Journal of Community Psychology, 29(2), 141-160.

Okul Öncesi Dönem Çocuklarının Mizaç Özellikleri İle Dil Becerileri Arasındaki İlişkinin İncelenmesi

Year 2014, , 20 - 38, 30.06.2014
https://doi.org/10.17556/jef.95780

Abstract

Araştırmanın amacı, okul öncesi dönem çocuklarının mizaç özelliklerinin, onların dil becerisi üzerindeki etkisini ortaya koymaktır. Araştırmanın örneklem grubunu, Uşak il merkezinde Milli Eğitim Bakanlığı’na bağlı ilköğretim okullarının anasınıflarına devam eden, 3-6 yaş grubundan 112 çocuk oluşturmuştur. Araştırmada veri toplama araçları olarak Çocuklar İçin Kısa Mizaç Ölçeği ve Marmara Gelişim Ölçeği (Dil Gelişimi Alt Ölçeği) kullanılmıştır. Veri analizinde, Pearson Momentler Çarpımı Korelasyon Katsayısı Tekniği ve Basit Doğrusal Regresyon Analizi’nden yararlanılmıştır. Araştırmanın sonuçlarına göre, mizaç boyutlarından sıcakkanlılık ve ritmiklik ile çocukların dil becerileri arasında anlamlı düzeyde ilişki belirlenmiştir. Ayrıca sıcakkanlılık ve ritmiklik mizaç boyutları çocukların dil becerisi üzerinde yordayıcı etkiye sahiptir.

References

  • Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. Cambridge, England: Cambridge University Press.
  • Bloom, L., ve Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension in development. Monographs of the Society for Research in Child Development, 66(4), i-viii, 1-91.
  • Bonica, C., Arnold, D.H., Fisher, P.H., Zeljo, A., ve Yershova, K. (2003). Relational aggression, relational victimization, and language development in preschoolers. Social Development, 12(4), 551–562.
  • Buss, A. ve Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Lawrence Erlbaum Associates Inc. Calkins, S.D. ve Degnan, K.A. (2006). Temperament in early development. In: Ammerman R, editor. Comprehensive Handbook of Personality and Psychopathology, Vol 3: Child Psychopathology.Wiley; New York.
  • Chess, S. ve Thomas, A. (1986). Temperament in clinical practice. New York: Guilford.
  • Coplan, R.J., Barber, A.M. ve Lagace-Seguin, D.G. (1999). The role of child temperamentas a predictor of early literacy and numeracy skills in preschoolers. Early Childhood Research Quarterly,14(4), 537DiLalla, L.F., Marcus, J.L., ve Wright-Phillips, M.V. (2004). Longitudinal effects of preschool behavioral styles on early adolescent school performance. Journal of School Psychology, 42(5), 38540
  • Dixon,W.E. ve Shore, C. (1997). Temperamental predictors of linguistic style during multiword acquisition. Infant Behavior and Development, 20(1), 99–103.
  • Dixon, W.E. ve Smith, P.H. (2000). Links between temperament and language acquisition. Merrill-Palmer Quarterly, 46(3), 417-440.
  • Durkin, K. (2009). Language, shyness, and social contexts: Commentary. Infant and Child Development, 18, 291-298.
  • Erdoğan, S., Şimşek B. H. ve Erdoğan Aras, S. (2006). Alt sosyoekonomik bölgelerde anasınıfına devam eden 5–6 yaş grubundaki çocukların dil gelişim düzeylerine bazı faktörlerin etkisinin incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(1), 231-246.
  • Essa, E. (2003). A Practical Guide to Solving Preschool BehaviourProblems (5 th ed), Delmar Learning.
  • Fi şek, G.O. ve Yıldırım, S.M. (1983). Çocuk Gelişimi. 1. Basım. Milli Eğitim Basımevi, İstanbul, 44–49.
  • Garello, V., Viterbori, P., ve Usai, M.C. (2012). Temperamental profiles and language development: A replication and an extension. Infant Behavior and Development, 35(1), 71-82.
  • Gülay, H. (2012). Temperament and peer relations: investigating the effect the temperament of 5–6-year-olds has on their peer relations. Early Child Development and Care, 182(10), 1383-1397.
  • Güven, N. ve Bal, S. (2004). Dil Gelişimi ve Eğitim. Epsilon Yayınları. İstanbul.
  • Hamre, B.K. ve Pianta, R.C. (2001). Early teacher-child relationships and trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
  • Hay, D.F., Payne, A., ve Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84–108. Huffman, L.C., Mehlinger, S.L., ve Kerivan, A.S. (2000). Risk factors for academic and behavioural problems at the beginning of school. Chapel Hill, NC: University of North Carolina, FPG Child Development Center.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım, Ankara.
  • Karrass, J.ve Braungart-Rieker, J.M., (2003). Parenting and temperament as interacting agents in early language development. Parenting Science and Practice, 3(3), 235-259.
  • Kohen, E. (1989). Anaokulu çocuklarının mizaç özelliklerinin anne ve babaları tarafından değerlendirilmesi.Yayınlanmamış Yüksek Lisans Tezi. Ege Üniversitesi, İzmir.
  • Kubicek, L.F., Emde, R.N., ve Schmitz, S. (2001). Temperament, mental development, and language in the transition from infancy to early childhood. In R.N. Emde, & J. K. Hewitt (Eds.), Infancy to early childhood: Genetic and environmental influences on developmental change (pp. 307–328). New York: Oxford University Press.
  • Liew, J., Castillo, L.G., Chang, B.W. ve Chang, Y. (2011). Temperament, self regulation, and school adjustment in Asian American children. In F. Leong, L. Juang, D.B. Qin, &H.E.Fitzgerald (Eds.), Asian American and Pacific Island Children’s Mental Health, Volume 1: Development and Context. Westport, CT: Praeger Publishers.
  • Ma, I.(2006). Temperament and peer relationships . Childhood Education, 83(1), 38-44.
  • Matheny, A.P. (1989). Temperament and cognition: Relations between temperament and mental test scores. In: Kohnstamm GA, Bates JE, Rothbart MK, editors. Temperament in childhood. Oxford, England: John Wiley & Sons; 1989. pp. 263–282.
  • Morales, M., Mundy, P., Delgado, C.E.F., Yale, M., Messinger, D., Neal, R., ve Schwartz, H.K. (2000). Responding to joint attention across the 6- though 24-month age period and early language acquisition. Journal of Applied Developmental Psychology, 21(3), 283–298.
  • Mundy, P.ve Gomes, A. (1998). Individual differences injoint attention skill development in the second year. Infant Behavior and Development, 21(3), 469-482.
  • Oktay, A., ve BilginAydın, H. (2002). Marmara gelişim ölçeğinin geliştirilmesi (3-6 yaş dönemi çocukları için). Erken Çocukluk Gelişimi ve Eğitimi Sempozyumu Bildiriler Kitabı (pp. 64-69), Kök Yayıncılık, Ankara.
  • Oliver, K.K. (2002). Understanding your child’s temperament family life month packet. http://ohioline.osu.edu/flm02/pdf/fs05.pdf . (İndirilme tarihi: 02011)
  • Önder, A.ve Gülay, H. (2010). Preschool children’s Turkish language skills related to various variables (sample of Denizli). Educational Research and Reviews, 5(9), 518-525, Öneren Şendil, Ç. (2010). An investigation of social competence and behavioral problems of 5- 6 year old children through peer preference, temperament and gender. Unpublished Master Thesis. Middle East Technical University. Turkey.
  • Prior, M.R., Sanson, A.V., ve Oberklaid, F. (1989). The Australian Temperament Project. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 537-554). Chichester, England: Wiley.
  • Prior, M., Smart, D., Sanson, A., Pedlow, R. ve Oberklaid, F. (1992). Transient versus stable behavior problems in a normative sample: infancy to school age. Journal of Pediatric Psychology. 17(4), 423-4
  • Rieser-Danner L.A. (2003). Individual differences in infant fearfulness and cognitive performance: A testing, performance, or competence effect? Genetic, Social, and General Psychology Monographs,129(1), 41–71.
  • Rothbart, M.K. ve Derryberry, D. (1981). Development of individualdifferences in temperament. In M.E. Lamb & A.L. Brown (Eds.), Advances in developmental psychology (Vol 1, pp.37-86). Hillsdale, NJ: Erlbaum.
  • Rothbart, M., ve Bates, J. (1998). Temperament. In W. Damon (Series ed.), & N. Eisenberg (Vol.ed.), Handbook of child psychology: Vol. Social, Emotional, and Personality Development (5th ed., pp. 105–176). New York: Wiley.
  • Rudasill, K.M., Rimm-Kaufman, S.E., Justice, L.M.ve Pence, K. (2006). Temperament and language skills as predictors of teacher– child relationship quality in preschool. Early Education & Development, 17(2), 271–291.
  • Rudasill, K.M., ve Rimm-Kaufman, S.E. (2009). Teacher-Child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24(2), 107-120. Rudasill, K.M. (2011). Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26(2), 147-1
  • Sanson, A.V. ve Rothbart, M.K. (1995). Child temperament and parenting. In: Bornstein MH, editor. Handbook of parenting. Hillsdale, NJ: Erlbaum; 1995. pp. 299–321.
  • Sanson, A., Hemphill, A.S., ve Smart, D. (2002). Temperament and social development. In Smith, P. K., & Hart. C. H. (Eds.), Blackwell handbook of childhood social development (pp. 97- 116). Oxford, UK: Blackwell Publishers.
  • Sanson, A., Hemphill, A.S., ve Smart, D. (2004). Connections between temperament and social development: A review. Social Development, 13(1), 142-170.
  • Shaw, D.S., Owens, E.B., Giovannelli, J. ve Winslow, E.B. (2001). Infant and toddler pathways leading to early externalizing disorders. Journal of American Academy of Child and Adolescent Psychiatry, 40(1), 36-43.
  • Slomkowski, C.L., Nelson, K., Dunn, J. ve Plomin, R. (1992). Temperament and language: Relations from toddlerhood to middle childhood. Developmental Psychology, 28(6),1090-1095.
  • Spere, K.A., Schmidt, L.A.,Theall-Honey, L.A.ve Martin-Chang, S. (2004). Expressive and receptive language skills of temperamentally shy preschoolers. Infant and Child Development, 13(2), 1231
  • Stright, A.D., Gallagher, K.C., ve Kelley, K. (2008). Infant temperament moderates relations between maternal parenting in early childhood and children’s adjustment in first grade. Child Development, 79(1), 186-200.
  • Taner, M. ve Ba şal, H.A. (2005). Farklı sosyo-ekonomik düzeylerde okul öncesi e ğitimi alan ve almayan ilköğretim birinci sınıf öğrencilerinin dil gelişimlerinin cinsiyete göre karşılaştırılması. Uludağ Üniversitesi E ğitim Fakültesi Dergisi, XVIII(2), 395-420.
  • Thomas, A., Chess, S., Birch, H.G., Hertzig, M.E. ve Korn, S. (1963). Behavioral individuality in early childhood. New York: New York University Press.
  • Thomas, A., Chess, S. ve Birch, H.G. (1968). Temperament and behavior disorders in children. New York: New York University Press
  • Thomas, A. ve Chess, S. (1977). Temperament and development. New York: Bruner/Mazel.
  • Ya ğmurlu, B. ve Sanson, A. (2009). Acculturation and parenting among Turkish mothers in Australia. Journal of Cross-Cultural Psychology, 40(3), 361-380.
  • Yazgan İnanç, B., Bilgin, M. ve Kılıç Atıcı, M. (2007). Gelişim Psikolojisi, Çocuk ve Ergen Geli şimi. Pegem-A Yayıncılık. Ankara.
  • Yıldırım, A. (2008). Okul öncesi eğitim kurumlarından yararlanmayan 45 yaş çocuklarının dil gelişimini etkileyen faktörlerin incelenmesi (Konya ili örneği). Yayınlanmamış yüksek lisans tezi. Konya, SelçukÜniversitesi.
  • Yoleri, S. ve Gürşimşek, I. (2012). Temperamental characteristics and peer victimization among pre-school children. International Journal of Global Education, 1(1), 54-65.
  • Zentner, M. ve Bates, J. E. (2008). Child temperament: anintegrative review of concepts, research programs, andmeasures. European Journal of Developmental Science [EJDS], 2(1/2), 7–37.
  • Weiss, A.D.G. ve Fantuzzo, J.W. (2001). Multivariate impact of health and caretaking risk factors on the school adjustment of first graders. Journal of Community Psychology, 29(2), 141-160.
There are 53 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Sibel Yoleri

Gamzegül Küçükyeşil This is me

Publication Date June 30, 2014
Published in Issue Year 2014

Cite

APA Yoleri, S., & Küçükyeşil, G. (2014). Okul Öncesi Dönem Çocuklarının Mizaç Özellikleri İle Dil Becerileri Arasındaki İlişkinin İncelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 20-38. https://doi.org/10.17556/jef.95780