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5 Yaş Çocuklarının Sosyal Duygusal Uyumları İle Ebeveynlerinin Tutumları Arasındaki İlişki

Year 2017, Volume: 1 Issue: 2, 1 - 14, 31.12.2017

Abstract

Okulöncesi dönemde çocuklar zaman zaman çeşitli
nedenlerden dolayı sosyal duygusal uyum problemleri yaşayabilmektedir.  Sosyal duygusal gelişim sürecinde ebeveynlerin
çocuk yetiştirme tutumlarının, çocukla kurulan etkileşim sürecinde kritik bir
rol oynadığı bilinmektedir. Ebeveynler ile kurulan bu ilişki biçimi çocuğun daha
sonraki ilişkilerinde kullanacağı yeni iletişim örüntülerini oluşturmaktadır. Bu
araştırmada, 5 yaş çocuklarının okuldaki sosyal duygusal uyumları ile
ebeveynlerin çocuk yetiştirme tutumları arasındaki ilişkilerin
değerlendirilmesi amaçlanmıştır. İlişkisel tarama modelinde gerçekleştirilen bu
araştırmada katılımcı grubunu okul öncesi eğitim kurumuna devam eden 5 yaş
grubu 50 çocuğun 50 ebeveyni ve 4 öğretmeni oluşturmuştur.  Araştırmada, 
5 yaş çocuklarının ebeveynlerine, çocuk yetiştirme tutumlarını değerlendirmek
için Ebeveyn Tutum Ölçeği (ETÖ) uygulanmış, ayrıca çocukların sınıf ortamındaki
sosyal duygusal uyumlarını değerlendirmeleri için öğretmenlerinden
Marmara Sosyal Duygusal Uyum Ölçeği’ ni (MASDU) doldurmaları
istenmiştir. Elde edilen bulgular incelendiğinde,
demokratik ebeveyn tutumu ile
yetiştirilen çocukların okul ortamında
ki sosyal
duygusal uyumları yüksek bulunurken;
otoriter, aşırı koruyucu ve izin verici
ebeveyn tutumuyla yetişen çocukların okul ortamındaki sosyal duygusal uyumlarının düşük olduğu
görülmüştür.

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Year 2017, Volume: 1 Issue: 2, 1 - 14, 31.12.2017

Abstract

References

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  • Ainsworth, M. D. S., & Bell, S. M. (1969). Some contemporary patterns of mother-infant interaction in the feeding situation. In A. Ambrose (Ed.), Stimulation in early infancy (pp. 133-170). San Diego, CA: Academic Press.
  • Alend, R., Grove, F. L. , & Scoufe, L. D. (l979). Continulty of lndividual adaptation from infancy to Kindergarten: A predictive study of ego-resil1ency and curiosity in prcschoolers. Child Development, 50(40), 950-959.
  • Allen, J., & Marshall, C. R. (2011). Parent–Child Interaction Therapy (PCIT) in school-aged children with specific language impairment. International Journal of Language & Communication Disorders, 46, 397–410.
  • Anlıak, Ş. (2004). Farklı Eğitim Yaklaşımları Uygulayan Okul Öncesi EğitimKurumlarında Kişiler Arası Bilişsel Problem Çözme Becerisi Programının Etkisinin İncelenmesi. Yayınlanmamış doktora tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Anderson, K. A., & King, H. E. (1974). Time-out reconsidered. Journal of Instructional Psychology, 1(2), 11–17.
  • Aunola, K., & Nurmi, J. E. (2005). The role of parenting styles in children’s problem behavior. Child Development, 76 (6), 1144-1159.
  • Barber, B.K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67, 3296–3319.
  • Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37 (4), 887-908.
  • Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4 (1), 1-103.
  • Baumrind, D. (1995). Child maltreatment and optimal caregiving in social contexts. New York: Garland Publishing Inc.
  • Baumrind, D. (1997). The Discipline Encounter: Contemporary Issues. Aggression and Violent Behavior, 2, 321-335.
  • Baumrind, D., & Black, A. E. (1967). Socialization practices associated with dimensions of competence in preschool boys and girls. Child Development, 38, 291-327.
  • Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96.
  • Bempechat, J. (1992). The role of parent involvement in children's academic achievement. School-Community Journal, 2 (2), 31-41.
  • Benzies, K., Keown, L. A., & Magill-Evans, J. (2009). Immediate and sustained effects of parenting on physical aggression in Canadian children aged 6 years and younger. The Canadian Journal of Psychiatry, 54, 55-64.
  • Beyazkürk, D. (2005). “Biriktirilmiş Olumlu Deneyimler (Banking Time) Müdahale Programının Okulöncesi Öğrenci-Öğretmen İlişkileri Üzerindeki Etkisi”. Yayınlanmamış doktora tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü.
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  • Booth, C.L., Rose-Krasnor, L., McKinnon, J., & Rubin, K.H. (1994). Predicting social adjustment in middle childhood: The role of preschool attachment security and maternal style. Social Development, 3, 189–204.
  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge MA: Harvard University Press.
  • Bronfenbrenner, U. (1990). Discovering what families do. In Rebuilding the Nest: A New Commitm ent to the American Family. Family Service America [web site]. http://www.montana.edu/www4h/process.html (Erişim tarihi.17.08.2014).
  • Bronfenbrenner, U., & Evans, G.W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9 (1), 115 – 125.
  • Bowlby, J. (1969). Attachment and loss, vol. 1: Attachment. New York, NY: Basic Books.
  • Bowlby, J. (1988). A secure base: Parent–child attachment and healthy human development. New York: Basic Books.
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Details

Subjects Studies on Education
Journal Section Eğitim Bilimleri
Authors

DERYA Şahin

Şakire Ocak Karabay

Tülin Demir

Publication Date December 31, 2017
Submission Date June 19, 2017
Acceptance Date November 18, 2017
Published in Issue Year 2017 Volume: 1 Issue: 2

Cite

APA Şahin, D., Ocak Karabay, Ş., & Demir, T. (2017). 5 Yaş Çocuklarının Sosyal Duygusal Uyumları İle Ebeveynlerinin Tutumları Arasındaki İlişki. Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(2), 1-14.

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