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Okul Öncesi Öğretmenlerinin Çocukların İstenmeyen Davranışlarına Yönelik Görüşlerinin İncelenmesi

Year 2019, Volume 6, Issue 2, 151 - 177, 29.08.2019
https://doi.org/10.21020/husbfd.541788

Abstract

Amaç: Yapılan araştırmalar erken çocukluk dönemindeki davranışların ve okul yaşantılarının, öğretmen tutumları ile yakından bağlantılı olduğunu ve öğretmen davranışları ile öğrencilerin olumlu ve olumsuz davranışları arasında doğrudan ilişki bulunduğunu göstermektedir. Dolayısıyla bu araştırma, okul öncesi öğretmenlerinin, çocuklarda görülebilecek istenmeyen davranışlara bakış açılarını ortaya koyarak konu ile alakalı kendi yaklaşımlarının neler olduğunu ve istenmeyen bir davranışla baş etmede ne tür yollar sergilediklerini belirlemek amacıyla tasarlanmış bir çalışmadır.

Gereç ve Yöntem: Araştırma nitel araştırma yöntemine ve fenomenoloji modeline göre tasarlanmıştır. Fenomenolojik yaklaşım, etkili, duygusal ve sıklıkla yoğun insan deneyimlerini çalışmak için oldukça etkili bir yaklaşım olarak görülmektedir. Bu bağlamda Ankara ilinde belirlenen iki anaokulunda görev yapmakta olan sekiz okul öncesi öğretmeni ile görüşmeler planlanmıştır.

Bulgular: Araştırmada; öğretmenlerden alınan cevaplar istenmeyen davranış, davranışın arka planı, öğretmen yaklaşımları, öğretmen ihtiyaçları ve önerileri ana temaları ile ilişkilendirilmiştir.

Sonuç: Bu araştırmanın sonucunda, okul öncesi öğretmenlerinin istenmeyen davranışı tanımlarken en çok kural dışı ve uyum sorunları ile ilgili sözcükler kullandığı görülürken, davranışın özelliklerinden bahsederken en çok devamlılığı olması ve sıklıkla tekrarlanıyor olması kriterine değinmişlerdir. Öğretmenlerin sıklıkla karşılaştıkları istenmeyen davranışların başında şiddetle ilişkilendirdikleri davranışlar ve yıkıcı davranışlar gelmektedir. Ayrıca öğretmenler istenmeyen bir davranışın arka planında en çok aile içi dinamiklerin olduğunu düşünürken istenmeyen bir davranış karşısında ilk tepkilerinin sözel uyarılar olduğu belirlenmiştir.

References

  • Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152-158.
  • Bulotsky-Shearer, R. J., & Fantuzzo, J. W. (2011). Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade. Early Childhood Research Quarterly, 26(1), 61-73.
  • Bradshaw, C. P., Buckley, J. A., & Ialongo, N. S. (2008). School-based service utilization among urban children with early onset educational and mental health problems: The squeaky wheel phenomenon. School Psychology Quarterly, 23(2), 169.
  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513.
  • Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and psychopathology, 12(3), 467-488.
  • Colvin, G., Flannery, K. B., Sugai, G., & Monegan, J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Preventing School Failure: Alternative Education for Children and Youth, 53(2), 95-104.
  • Duncan, G. J & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither opportunity, 47-70.
  • Ekiz, D. (2003). Eğitimde araştırma yöntem ve metodlarına giriş: Nitel, nicel ve eleştirel kuram metodolojileri. Anı Yayıncılık.
  • Fantuzzo, J., Bulotsky-Shearer, R., McDermott, P., McWayne, C., Frye, D., & Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children.
  • Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of consulting and clinical psychology, 70(5), 1086
  • Houts, R. M., Caspi, A., Pianta, R. C., Arseneault, L., & Moffitt, T. E. (2010). The challenging pupil in the classroom: The effect of the child on the teacher. Psychological science, 21(12), 1802-1810.
  • Karasar, N. (2009). Bilimsel arastirma yöntemi (19. bs). Ankara: Nobel yayin dagitim.
  • Keenan, K., & Wakschlag, L. S. (2000). More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children. Journal of Abnormal Child Psychology, 28(1), 33-46.
  • KewalRamani, A., Gilbertson, L., Fox, M. A., & Provasnik, S. (2007). Status and trends in the of racial and ethnic minorities. National Center for Education Statistics, Institute of Education Sciences, US Department of Education, 2007-039.
  • Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student—teacher relationships matter for academic achievement? A multilevel analysis. Canadian journal of school psychology, 25(1), 19-39.
  • Lösel, F., & Bender, D. (2012). Child social skills training in the prevention of antisocial development and crime. Handbook of crime prevention, 102-129.
  • Maggin, D. M., Wehby, J. H., Partin, T. C. M., Robertson, R., & Oliver, R. M. (2011). A comparison of the instructional context for students with behavioral issues enrolled in self-contained and general education classrooms. Behavioral Disorders, 84-99.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. Nobel
  • Patterson, G. R., DeBaryshe, B., & Ramsey, E. (1989). A developmental perspective.
  • Pas, E. T., Bradshaw, C. P., Hershfeldt, P. A., & Leaf, P. J. (2010). A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly, 25(1), 13.
  • Pas, E. T., Bradshaw, C. P., & Mitchell, M. M. (2011). Examining the validity of office discipline referrals as an indicator of student behavior problems. Psychology in the Schools, 48(6), 541-555.
  • Shaw, D. S., Lacourse, E., & Nagin, D. S. (2005). Developmental trajectories of conduct problems and hyperactivity from ages 2 to 10. Journal of Child Psychology and Psychiatry, 46(9), 931-942.
  • Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The urban review, 34(4), 317-342.
  • Tolan, P. H., Dodge, K., & Rutter, M. (2013). Tracking the multiple pathways of parent and family influence on disruptive behavior disorders. In Disruptive behavior disorders (pp. 161-191). Springer, New York, NY.
  • Tremblay, R. E. (2010). Developmental origins of disruptive behaviour problems: the ‘original sin’hypothesis, epigenetics and their consequences for prevention. Journal of Child Psychology and Psychiatry, 51(4), 341-367.
  • Webster-Stratton, C. H., & Reid, M. J. (2011). The Incredible Years Program for children from infancy to pre-adolescence: Prevention and treatment of behavior problems. In Clinical handbook of assessing and treating conduct problems in youth(pp. 117-138). Springer, New York, NY.
  • Yıldırım, A., & Şimşek, H. (2008). Nitel araştırma yöntemleri.(7. Baskı). Ankara: Seçkin Yayıncılık, (s 113).
  • Zachrisson, H. D., Dearing, E., Lekhal, R., & Toppelberg, C. O. (2013). Little evidence that time in child care causes externalizing problems during early childhood in Norway. Child development, 84(4), 1152-1170.

Investigation of Preschool Teachers' Views on Children's Undesirable Behaviours

Year 2019, Volume 6, Issue 2, 151 - 177, 29.08.2019
https://doi.org/10.21020/husbfd.541788

Abstract

Aim: Studies show that early childhood behaviors and school experiences are closely related to teacher attitudes and there is a direct relationship between teacher behaviors and students' positive and negative behaviors. Thus, this research is a study designed to determine the ways in which pre-school teachers show their attitudes towards undesired behaviours that can be seen in children, and what ways their own approaches to dealing with unwanted behaviour.

Materials and Methods: The research is designed according to qualitative research method and phenomenology model. Phenomenological approach is seen as a very effective approach to study effective, emotional and often intense human experiences. In this context, interviews were planned with eight preschool teachers working in two preschools in Ankara.

Results: In the study; The responses from the teachers were associated with the main themes of unwanted behaviour, behaviour background, teacher approaches, teacher needs and suggestions.

Conclusion: As a result of this research, it was observed that preschool teachers used the words about the most unusual and harmony problems while describing the undesired behaviour, while they mentioned the characteristics of the behaviour as being the most continuous and frequently repeated. The behaviours and destructive behaviours that teachers often associate with violence at the beginning of the undesired behaviours they encounter. In addition, teachers think that there are most family dynamics in the background of unwanted behaviour. In the face of undesirable behaviour, the first reactions were verbal stimuli.

References

  • Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152-158.
  • Bulotsky-Shearer, R. J., & Fantuzzo, J. W. (2011). Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade. Early Childhood Research Quarterly, 26(1), 61-73.
  • Bradshaw, C. P., Buckley, J. A., & Ialongo, N. S. (2008). School-based service utilization among urban children with early onset educational and mental health problems: The squeaky wheel phenomenon. School Psychology Quarterly, 23(2), 169.
  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513.
  • Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and psychopathology, 12(3), 467-488.
  • Colvin, G., Flannery, K. B., Sugai, G., & Monegan, J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Preventing School Failure: Alternative Education for Children and Youth, 53(2), 95-104.
  • Duncan, G. J & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither opportunity, 47-70.
  • Ekiz, D. (2003). Eğitimde araştırma yöntem ve metodlarına giriş: Nitel, nicel ve eleştirel kuram metodolojileri. Anı Yayıncılık.
  • Fantuzzo, J., Bulotsky-Shearer, R., McDermott, P., McWayne, C., Frye, D., & Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children.
  • Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of consulting and clinical psychology, 70(5), 1086
  • Houts, R. M., Caspi, A., Pianta, R. C., Arseneault, L., & Moffitt, T. E. (2010). The challenging pupil in the classroom: The effect of the child on the teacher. Psychological science, 21(12), 1802-1810.
  • Karasar, N. (2009). Bilimsel arastirma yöntemi (19. bs). Ankara: Nobel yayin dagitim.
  • Keenan, K., & Wakschlag, L. S. (2000). More than the terrible twos: The nature and severity of behavior problems in clinic-referred preschool children. Journal of Abnormal Child Psychology, 28(1), 33-46.
  • KewalRamani, A., Gilbertson, L., Fox, M. A., & Provasnik, S. (2007). Status and trends in the of racial and ethnic minorities. National Center for Education Statistics, Institute of Education Sciences, US Department of Education, 2007-039.
  • Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student—teacher relationships matter for academic achievement? A multilevel analysis. Canadian journal of school psychology, 25(1), 19-39.
  • Lösel, F., & Bender, D. (2012). Child social skills training in the prevention of antisocial development and crime. Handbook of crime prevention, 102-129.
  • Maggin, D. M., Wehby, J. H., Partin, T. C. M., Robertson, R., & Oliver, R. M. (2011). A comparison of the instructional context for students with behavioral issues enrolled in self-contained and general education classrooms. Behavioral Disorders, 84-99.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. Nobel
  • Patterson, G. R., DeBaryshe, B., & Ramsey, E. (1989). A developmental perspective.
  • Pas, E. T., Bradshaw, C. P., Hershfeldt, P. A., & Leaf, P. J. (2010). A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly, 25(1), 13.
  • Pas, E. T., Bradshaw, C. P., & Mitchell, M. M. (2011). Examining the validity of office discipline referrals as an indicator of student behavior problems. Psychology in the Schools, 48(6), 541-555.
  • Shaw, D. S., Lacourse, E., & Nagin, D. S. (2005). Developmental trajectories of conduct problems and hyperactivity from ages 2 to 10. Journal of Child Psychology and Psychiatry, 46(9), 931-942.
  • Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The urban review, 34(4), 317-342.
  • Tolan, P. H., Dodge, K., & Rutter, M. (2013). Tracking the multiple pathways of parent and family influence on disruptive behavior disorders. In Disruptive behavior disorders (pp. 161-191). Springer, New York, NY.
  • Tremblay, R. E. (2010). Developmental origins of disruptive behaviour problems: the ‘original sin’hypothesis, epigenetics and their consequences for prevention. Journal of Child Psychology and Psychiatry, 51(4), 341-367.
  • Webster-Stratton, C. H., & Reid, M. J. (2011). The Incredible Years Program for children from infancy to pre-adolescence: Prevention and treatment of behavior problems. In Clinical handbook of assessing and treating conduct problems in youth(pp. 117-138). Springer, New York, NY.
  • Yıldırım, A., & Şimşek, H. (2008). Nitel araştırma yöntemleri.(7. Baskı). Ankara: Seçkin Yayıncılık, (s 113).
  • Zachrisson, H. D., Dearing, E., Lekhal, R., & Toppelberg, C. O. (2013). Little evidence that time in child care causes externalizing problems during early childhood in Norway. Child development, 84(4), 1152-1170.

Details

Primary Language Turkish
Subjects Health Care Sciences and Services
Journal Section Articles
Authors

HÜLYA TERCAN (Primary Author)
HACETTEPE ÜNİVERSİTESİ
0000-0001-7969-6095
Türkiye


Haktan Demircioğlu
HACETTEPE ÜNİVERSİTESİ
0000-0002-5092-1698
Türkiye

Publication Date August 29, 2019
Application Date March 19, 2019
Acceptance Date July 24, 2019
Published in Issue Year 2019, Volume 6, Issue 2

Cite

APA Tercan, H. & Demircioğlu, H. (2019). Okul Öncesi Öğretmenlerinin Çocukların İstenmeyen Davranışlarına Yönelik Görüşlerinin İncelenmesi . Hacettepe University Faculty of Health Sciences Journal , 6 (2) , 151-177 . DOI: 10.21020/husbfd.541788