THE OPYNYONS OF PRESCHOOL TEACHERS ABOUT PROBLEM BEHAVYOURS WHICH FACED YN CLASSROOM

Year 2011, Volume: 6 Issue: 2, 1715 - 1731, 01.03.2011

Tuğçe Akyol Gözde Baydemir Berrin Akman Sevi Kent Kükürtcü Alev Çelik Arslan

Abstract

This investigation is a descriptive study. In order to realize opinions of teachers about problem behaviors' in preschool, questionnaire form used which is first seven questions about demographic information consists total 19 questions and is prepared by researchers. Out of the demographic information part in this questionnaire form which consists 12 questions about description and causes of behavior problems, methods of teachers using in the classroom and family involvement are asked to teachers. Percent and frequency values are used for analysis of quantitive data's in this study. In analysis of quantitative data's, every question in this form is examined one by one by researchers, they came to an agreement and categories are formed. The sample group for this study consists of 110 preschool teachers working in many cities of Turkey. Teachers who consist of sample group working in preschools within the government public and private primary schools and autonomous pre-schools and working with 5-6 years old groups. When analysis of the obtained data is evaluate, it has revealed that teachers could not achieve actually a common definition of problem behaviors and interpreted problems in their own professional lives according to the child. It was seen that the primary causes of problem behavior were family attitudes, socio-economic and socio-cultural status of the child, brought by the child's innate personality characteristics, class size and teacher attitudes. Finding have revealed that , teachers face children with behavior problems in their classrooms try to cope with their own educational methods, and then go to the family and the school administration found its way to cooperate with. According to research results, yt was seen that guidance servise in primary school did not give place to kindergarten work and due to lack of psychological counselling and guidance teachers in independent kindergartens, teachers could not cooperate with guidance services. Besides this, one of the most important striking results which obtained from this research is that preschool teachers don't add new knowledge their prior knowledge about problem behaviour.

Keywords

Preschool Education, Problem Behaviour, Teacher, Teacher's Opinions, Classroom Management,

OKUL ÖNCESİ ÖĞRETMENLERİNİN SINIFTA KARŞILAŞTIKLARI SORUN DAVRANIŞLARA İLİŞKİN DÜŞÜNCELERİ

Abstract

Bu araştırma betimsel bir çalışmadır. Öğretmenlerin okul öncesi dönemde sorun davranışlarına yönelik görüşlerini belirlemek amacıyla ilk 7 maddesi demografik bilgiler olmak toplam 19 maddeden oluşan ve araştırmacılar tarafından hazırlanan anket formu kullanılmıştır. Araştırmada yer alan nicel verilerin analizinde yüzde ve frekans değerleri kullanılmıştır. Nitel verilerin analizinde; kategoriler oluşturulmuştur. Araştırmanın örneklem grubunu Türkiye’nin çeşitli illerinde görev yapan,5-6 yaş gruplarıyla çalışan, 110 okul öncesi öğretmeni oluşturmuştur. Elde edilen verilerin analizleri değerlendirildiğinde, öğretmenlerin aslında sorun davranışlarda ortak bir tanıma ulaşamadıkları, kendi meslek yaşantılarında karşılaştıkları sorunları çocuğa göre yorumlayıp tanımlama yaptıkları görülmüştür. 

Keywords

, Okul Öncesi Eğitim, Sorun Davranış, Öğretmen Düşünceleri, Sınıf Yönetimi