Küçük Çocuklarda Akran İlişkilerinin Okula Uyum Değişkenlerini Yordayıcı Gücü: KKTC Örneği

Year 2020, Issue: 23, 647 - 668, 01.07.2020

Hülya Gülay Ogelman Pembe Aytaç

Abstract

Araştırmanın temel amacı; okul öncesi eğitime devam eden çocukların akran ilişkilerinin okula uyum değişkenleri üzerindeki yordayıcı etkisinin incelenmesidir. Araştırmanın örneklem grubunu, KKTC’nin Lefkoşa kazasında okul öncesi eğitime devam eden, 5 yaş grubundan 121 çocuk 63 kız %52.1 , 58 erkek %47.9 oluşturmaktadır. Araştırmada veri toplama araçları olarak Ladd ve Profile Çocuk Davranış Ölçeği, akran seçimine dayalı sosyometri tekniği ile 5-6 Yaş Çocukları için Okula Uyum Öğretmen Değerlendirme Ölçeği kullanılmıştır. Ladd ve Profilet Çocuk Davranış Ölçeği ile 5-6 Yaş Çocukları için Okula Uyum Öğretmen Değerlendirme Ölçeği okul öncesi eğitimi öğretmenleri tarafından doldurulmuştur. Akran seçimine dayalı sosyometri tekniği, çocuklara bireysel olarak uygulanmıştır. Araştırmanın bulgularına göre akran ilişkileri değişkenlerinden sosyal etki, sosyal tercih, aşırı hareketlilik, sosyal olmayan davranış, olumlu sosyal davranış, dışlanma, kaygılı-korkulu olma ve saldırganlık, okula uyum değişkenlerinden en az birini yordamaktadır.

Keywords

Akran ilişkileri, sosyometri, okula uyum, küçük çocuklar.

The Predictive Power of Peer Relationships on School Adjustment Variables in Young Children: The Case of TRNC

Abstract

The main purpose of this study was to examine the predictive power of peer relationships of preschool children on school adjustment variables. The sample group of the study consisted of 121 children 63 girls 52.1% , 58 boys 47.9% in the age group of 5 years, attending preschool education in Nicosia city of TRNC. In the study, Ladd and Profile Child Behaviour Scale, sociometry technique based on peer selection, and Teacher Rating Scale of School Adjustment for 5-6 Years of Children have used the data collection tools. Ladd and Profile Child Behaviour Scale and Teacher Rating Scale of School Adjustment for 5-6 Years of Children were completed by preschool teachers. The sociometry technique based on peer selection was applied to children individually. According to the results of the study, social effect, social preference, hyperactivity, asocial behavior, prosocial behavior, excluded, anxious-fearful and aggression among peer relationship variables predicted at least one of school adjustment variables.

Keywords

Peer relationships, sociometry, school adjustment, young children.

References

• Al-Hendawi, M. (2010). The predictive relationship between temperament, school adjustment, and academic achievement: A 2-year longitudinal study of children at-risk. Unpublished doctoral dissertation. USA: Virginia Commonwealth University.
• Birch, S. H., ve Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psycohology, 34(1), 61-79.
• Cook, K. D., Dearing, E., ve Zachrisson, H. D. (2017). Information sha- ring between teachers and early education programs during school entry in Norway: associations with children’s school ad- justment and success in the first year. International Journal of Child Care and Education Policy, 11, 14. https://doi.org/10.1186/s40723- 017-0039-5.
• Gülay, H. (2008), 5-6 Yaş Çocuklarına Yönelik Akran İlişkileri Ölçekle- rinin Geçerlik Güvenirlik Çalışmaları ve Akran İlişkilerinin Çeşitli Değişkenler Açısından İncelenmesi. Yayınlanmamış doktora tezi. İstanbul: Marmara Üniversitesi.
• Gülay-Ogelman, H. (2018). Sosyometrik teknikler. (Ed. A. Önder). Okul öncesi dönemde çocukları değerlendirme ve tanıma teknikleri. 4. Basım (s. 77-91). Ankara: Eğiten Kitap.
• Herndon, K. J., Bailey, C. S., Shewark, E., Denham, S. A., ve Bassett, H. H. (2013). Preschoolers’ Emotion Expression and Regulation: Re- lations with School Adjustment. Journal of Genetic Psychology, 174(0): 642-663.
• Howes, C. (1996). The earliest friendships. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friends- hip in childhood and adolescence (pp. 66–86). New York: Cambridge University Press.
• Johnson, C., Ironsmith, M., Snow, C.W., ve Poteat, M. G. (2000). Peer acceptance and social adjustment in preschool and kindergarten. Early Childhood Education Journal 27, 207–212.
• Kagan, S. L., ve Tarrant, K. (2010). Integrating pedagogy, practice and policy: A transition agenda. In S. L. Kagan & K. Tarrant (Eds.), Transitions for young children: Creating connections across early child- hood systems (pp. 33–44). Baltimore: Brookes.
• Ladd G. W., Birch S. H., ve Buhs E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development. 70:1373–1400.
• Ladd, G. W., Kochenfender, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103-1118.
• Ladd, G. W., ve Profilet, S. M. (1996), The Child Behavior Scale: A Teacher-Report Measure of Young Children’s Aggressive, Withdrawn, and Prosocial Behaviors. Developmental Psychology, (32), 6, ss. 1008-1024.
• Ladd, G. W., ve Sechler, C. M. (2012). Young children’s peer relations and social competence. (Eds. O. N. Saracho, ve B. Spodek). Hand- book of Research on the Education of Young Children. https://www.routledgehandbooks.com/doi/10.4324/978020384 1198.ch3. Erişim tarihi: 22.01.2020.
• McDougall P., Hymel S., Vaillancourt T., ve Mercer L. (2001). The con- sequences of childhood peer rejection. In: Leary MR, ed. Interper- sonal rejection London, England: Oxford University Press; 2001:213-247.
• Nakamichi, K., Nakamichi, N., ve Nakazawa, J. (2019). Preschool socia- lemotional competencies predict school adjustment in Grade 1, Early 10.1080/03004430.2019.1608978. Development and Care, DOI:
• Odinko, M. N. (2016). Promoting cognitive and emotional adjustment well of Nigerian children: Critical issues for early childhood teac- her education. JISTE, 20(1), 6-18.
• Okur, S. (2009). Parametrik ve parametrik olmayan basit doğrusal regresyon analiz yöntemlerinin karşılaştırmalı olarak incelenmesi. Yayımlanma- mış yüksek lisans tezi. Adana: Çukurova Üniversitesi.
• Önder, A., ve Gülay, H. (2010). Reliability and validity of the Teacher Rating Scale of School Adjustment for 5-6 years of children. Inter- national Online Journal of Educational Sciences, 2(1): 204-224.
• Rotenberg, K. J., Michalik, N., Esisenberg, N., ve Betts, L. R. (2008). The relations among young children's peer-reported trustworthiness, inhibitory control, and preschool adjustment. Early Child Research Quarterly, 23(2), 288-298.
• Rubin K. H., Bukowski W., Parker J. G. (1998). Peer interactions, relati- onships, and groups. In: Eisenberg N, ed. . Damon W, ed-in-chief. Handbook of Child Psychology vol 3. (pp. 619-700). New York, NY: J. Wiley.
• Shin, K. M., Cho, S. M., Shin, Y. M., ve Park, K. S. (2016). Effects of Early Childhood Peer Relationships on Adolescent Mental He- alth: A 6- to 8-Year Follow-Up Study in South Korea. Psychiatry Investigation, 13(4), 383-388.
• Strayer F. F. (1989). Co-adaptation within the early peer group: A psychobiological study of social competence. In: Schneider BH, Attili G, Nadel J, Weissberg R, eds. Social competence in deve- lopmental perspective. (pp. 145-174). New York, NY: Kluwer Academic/Plenum Publishers.
• Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (p. 586–603). The Guilford Press.