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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 ortamındaki sosyal duygusal uyumları yüksek bulunurken; otoriter, aşırı koruyucu ve izin verici ebeveyn tutumuyla yetişen çocukların okul ortamındaki sosyal duygusal uyumlarının düşük olduğu görülmüştür.

References

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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.
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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.
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Details

Subjects Social, Education, Scientific Disciplines
Journal Section Eğitim Bilimleri
Authors

DERYA ŞAHİN>
EGE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ, OKUL ÖNCESİ EĞİTİMİ ANABİLİM DALI
Türkiye


Şakire Ocak Karabay>
EGE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ, OKUL ÖNCESİ EĞİTİMİ ANABİLİM DALI
Türkiye


Tülin Demir>

Publication Date December 31, 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 . Retrieved from https://dergipark.org.tr/en/pub/jier/issue/33877/322344

The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education