The School Adjustment Process of Preschool Children Displaced by Earthquake: A Phenomenological Study

Abstract

This study explores the school adjustment experiences of children displaced by an earthquake, focusing on their perceptions of peer relationships, teacher interactions, and the broader educational environment. The study was conducted using a phenomenological research design. A study group of 10 children aged between 60 and 72 months was formed on February 6, 2023, after the earthquakes with magnitudes of 7.7 and 7.6 centered in Kahramanmaraş. Participants were selected using criterion sampling, a type of purposeful sampling that ensures the inclusion of individuals meeting the predetermined criteria. Data were collected using qualitative techniques, including structured observations, semi-structured interviews, and analysis of children's drawings. The findings indicated that earthquake-related trauma had a significant negative impact on school adjustment. Factors such as peer interactions, the structure and content of the school curriculum, and its implementation played a crucial role in adjustment. Furthermore, teacher attitudes and behaviors influence children's peer relationships, emotional well-being, and classroom experiences. The results, analyzed from psychological and developmental perspectives, provide recommendations for future research and interventions supporting disaster-affected children in educational settings.

Keywords

• School Adjustment
• Earthquake
• Pre-school Education
• Phenomenological Approach

Deprem Nedeniyle Göç Eden Okul Öncesi Çocukların Okul Uyum Süreci: Fenomenolojik Bir Çalışma

Abstract

Bu çalışma, deprem sonrası göç etmek zorunda kalan çocukların akran ilişkileri, öğretmen etkileşimleri ve genel eğitim ortamına ilişkin algılarını inceleyerek okula uyum deneyimlerini derinlemesine analiz etmektedir. Çalışma, fenomenolojik bir araştırma deseni kullanılarak gerçekleştirilmiştir. 6 Şubat 2023 tarihinde Kahramanmaraş merkezli meydana gelen 7.7 ve 7.6 büyüklüğündeki depremler sonrasında farklı bir şehre göç eden ve yaşları 60 ila 72 ay arasında değişen 10 çocuktan oluşan bir çalışma grubu oluşturulmuştur. Katılımcılar, belirlenen ölçütleri karşılayan bireylerin seçilmesini sağlayan amaçlı örnekleme yöntemi olan ölçüt örnekleme ile belirlenmiştir. Veriler, yapılandırılmış gözlemler, yarı yapılandırılmış görüşmeler ve çocuk çizimlerinin analizi gibi nitel teknikler kullanılarak toplanmıştır. Bulgular, depremden kaynaklanan travmanın okul uyum süreçleri üzerinde önemli ölçüde olumsuz bir etkisi olduğunu göstermiştir. Akran etkileşimleri, okul müfredatının yapısı ve içeriği ile uygulanışı uyum sürecinde kritik bir rol oynamıştır. Ayrıca, öğretmen tutum ve davranışlarının çocukların akran ilişkileri, duygusal iyi oluşları ve sınıf içi deneyimleri üzerinde etkili olduğu bulunmuştur. Psikolojik ve gelişimsel açılardan analiz edilen sonuçlar, afetlerden etkilenen çocukları desteklemeye yönelik müdahaleler ve gelecekteki araştırmalar için öneriler sunmaktadır.

Keywords

• Okula Uyum
• Deprem
• Okulöncesi Eğitim
• Fenomolojik Yaklaşım

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