Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view

Hilal Karoğlu; Perihan Ünüvar

doi:10.24289/ijsser.279147

Conference Paper

Year 2015, , 692 - 698, 01.07.2015

Hilal Karoğlu , Perihan Ünüvar

https://doi.org/10.24289/ijsser.279147

Abstract

Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view

Year 2015, , 692 - 698, 01.07.2015

Hilal Karoğlu , Perihan Ünüvar

https://doi.org/10.24289/ijsser.279147

Abstract

This study has been carried out in order to determine the prosocial behaviors of pre-school children. Prosocial behaviors have been analyzed under four categories as cooperation, sharing, collaboration and consolation. This research is a qualitative research having the quality of a descriptive survey model. Teacher interview form has been used as data collection instrument. Working group of this research includes 30 pre-school teachers who work in pre-school education institutions. Research data has been analyzed by using content analysis method. Main titles have been determined by the researcher within the frame of the limitations of the research. Frequency and percentage tables have been created regarding pro-social behaviors under each title. Findings of this research indicate that the most frequent cooperation behavior of the children is to help their friends in putting on or taking out their coats, cardigans or shoes. It also indicates that students generally share their paintings, play dough and toys with their friends; they collaborate while they tidy up their class. Children frequently go up to their friends when they are sad/crying as a consolation behavior.

Keywords

Prosocial, early childhood, social development

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Details

Journal Section	Makaleler
Authors	Hilal Karoğlu Perihan Ünüvar
Publication Date	July 1, 2015
Published in Issue	Year 2015

Cite

APA	Karoğlu, H., & Ünüvar, P. (2015). Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view. International Journal of Social Sciences and Education Research, 1(3), 692-698. https://doi.org/10.24289/ijsser.279147
AMA	Karoğlu H, Ünüvar P. Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view. International Journal of Social Sciences and Education Research. December 2015;1(3):692-698. doi:10.24289/ijsser.279147
Chicago	Karoğlu, Hilal, and Perihan Ünüvar. “Analyzing the Prosocial Behaviors of Pre-School Children in Accordance With teacher’s Point of View”. International Journal of Social Sciences and Education Research 1, no. 3 (December 2015): 692-98. https://doi.org/10.24289/ijsser.279147.
EndNote	Karoğlu H, Ünüvar P (December 1, 2015) Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view. International Journal of Social Sciences and Education Research 1 3 692–698.
IEEE	H. Karoğlu and P. Ünüvar, “Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view”, International Journal of Social Sciences and Education Research, vol. 1, no. 3, pp. 692–698, 2015, doi: 10.24289/ijsser.279147.
ISNAD	Karoğlu, Hilal - Ünüvar, Perihan. “Analyzing the Prosocial Behaviors of Pre-School Children in Accordance With teacher’s Point of View”. International Journal of Social Sciences and Education Research 1/3 (December 2015), 692-698. https://doi.org/10.24289/ijsser.279147.
JAMA	Karoğlu H, Ünüvar P. Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view. International Journal of Social Sciences and Education Research. 2015;1:692–698.
MLA	Karoğlu, Hilal and Perihan Ünüvar. “Analyzing the Prosocial Behaviors of Pre-School Children in Accordance With teacher’s Point of View”. International Journal of Social Sciences and Education Research, vol. 1, no. 3, 2015, pp. 692-8, doi:10.24289/ijsser.279147.
Vancouver	Karoğlu H, Ünüvar P. Analyzing the prosocial behaviors of pre-school children in accordance with teacher’s point of view. International Journal of Social Sciences and Education Research. 2015;1(3):692-8.