13-70 Aylık Çocuklarda Prososyal Davranışlar: Doğal Gözlem Çalışması

Abstract

Prososyal davranışların erken dönemlerden itibaren görüldüğü bilinmektedir ancak alan yazında hem farklı prososyal davranışların bir arada ele alındığı hem de müdahalesiz gözlemin yapıldığı çalışmalar yok denecek kadar azdır. Bu nedenle mevcut çalışmada okul öncesi dönemdeki çocukların yardım, paylaşma, işbirliği, bilgilendirme, rahatlatma ve itaatkar prososyal davranışları kreş ortamında doğal gözlem yapılarak incelenmiştir. Buna ek olarak, literatürde belirtilmeyen prososyal davranışların belirlenmesi de amaçlanmıştır. Çalışma kapsamında yaşları 13-23 aylık olan 16 çocuk, 24-35 aylık olan 30 çocuk, 36-47 aylık olan 28 çocuk, 48-59 aylık olan 32 çocuk ve 60-70 aylık olan 35 çocuk olmak üzere toplamda 141 çocuk (62 kız, 79 erkek) gözlemlenmiştir. Gözlemler çocukların faaliyet, serbest oyun ve yapılandırılmış oyun zaman dilimlerinde gerçekleştirilmiş, ayrıca gözlemci tarafından davranış kayıtları tutulmuştur. Her bir yaş grubu için birden çok oturumda toplam 500 dakikalık gözlemler yapılmıştır. Prososyal davranış türleri için her bir yaş grubunun frekansları ayrı ayrı incelenmiştir. Gözlemler sonucunda yardım, paylaşma, rahatlatma ve itaatkar prososyal davranışların çocukların ilk yaşlarından itibaren ortaya çıktığı, iki yaşından itibaren ise işbirliği ve bilgilendirme prososyal davranış türlerinin görüldüğü bulunmuştur. Sözü edilen davranışlara ek olarak başkasının hakkını koruma, motive etme gibi başkasının iyi oluşuna hizmet eden farklı davranışlar da iki yaştan itibaren gözlenmiş ve bu davranışlara ilişkin örnekler bulgular bölümünde sunulmuştur. Ayrıca, farklı prososyal davranışların ortaya çıkmasında sınıf içi uygulamaların, çocuklar arasındaki önceki deneyimlerin ve hem prososyal davranışta bulunan hem de prososyal davranışın alıcısı olan çocukların özelliklerinin de etkili olduğu görülmüştür. Sonuçların, prososyal davranışın çok boyutlu yapısını desteklediği görülmüş ve bu durum okul öncesi dönemdeki çocukların sınıf ortamından elde edilen gözlemlerle bağlantılandırılarak tartışma bölümünde ele alınmıştır.

Keywords

• rososyal davranış
• yardım
• paylaşma
• rahatlatma
• bilgilendirme

Prosocial Behaviors in 13 to 70 months old Children:A Naturalistic Observation Study

Abstract

Prosocial behaviors are first observed at an early age. However, almost no studies examine different prosocial behaviors together or provide an intervention-free observation. Therefore, in this study, preschool children’s helping, sharing, cooperation, informing, comforting, and compliant prosocial behaviors were investigated in their kindergarten context by using naturalistic observation. Another aim was to observe prosocial behavior not specified in the literature. The study comprised 16 children aged 13–23 months, 30 children aged 24–35 months, 28 children aged 36–47 months, 32 children aged 48–59 months, and 35 children aged 60–70 months; thus, 141 children (62 girls, 79 boys) were observed. Observations were conducted during the children’s activity, free play, and structured play timeframes, and behaviors were recorded by the observer. The total duration of observations conducted for each age group in multiple sessions was 500 minutes. The frequencies of prosocial behaviors were examined in each age group. Data indicated that helping, sharing, comforting, and compliant prosocial behaviors were observed after the children’s first birthday. Cooperation and informing behaviors were observed during the second year of the children’s life. In addition to these prosocial behaviors, some behaviors such as defending and motivating others, which both contribute to the well-being of others, were also observed in this study, and related prototypes were presented in the results section. Additionally, in-class practices, peers’ past experiences with each other, and characteristics of children (whether they are agents or recipients of prosocial behavior) influenced the emergence of different prosocial behaviors. Results, which further enhanced the sets of evidence pointing to the multidimensional nature of prosocial behaviors, were discussed in the context of classroom observations conducted on preschool children

Keywords

• Prosocial behavior
• helping
• sharing
• comforting
• informing

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