Investigation of Temperament in Preschool Children in terms of Predicting Level of Teacher-Student Relationship and Some Variables

Year 2021, Volume: 18 Issue: 44, 7795 - 7817, 26.12.2021

Sabiha Eren

https://doi.org/10.26466/opus.966493

Cited By: 1

Abstract

The aim of this study is to investigate the predictor of temperament and teacher-child relationship in children aged 4-6 attending pre-school education institutions and to determine whether temperament sub-dimensions vary according to gender and parental education level. Ethics committee approval was obtained for the study.The study group consists of parents and teachers of 314 children, 168 of whom are girls and 146 are boys. The study data were collected in the spring semester of the 2020-2021 academic year from kindergartens, nursery classes and private schools affiliated to the Ministry of National Education in the city center of Uşak. The data were collected with the Children's Short Temperament Scale and the teacher-student relationship scales. Descriptive statistics, independent sample t-test, ANOVA and regression analysis were used in the analysis of the data. According to the results of the research, a relationship was found between temperament, gender and educational status of parents. Research findings show that there is a gender difference in the perseverance sub-dimension of temperament. It was concluded that perseverance and shyness, which are sub-dimensions of temperament, significantly predicted conflict, and persistence and rhythmicity predicted closeness. The findings of the study were discussed in the light of the literature and suggestions were made for future studies.

Keywords

Teacher-Student Relationship, Temperament, Parental Education Level

Okul Öncesi Çocuklarda Mizacın Öğretmen-Öğrenci İlişkisini Yordama Düzeyi ile Bazı Değişkenler Açısından İncelenmesi

Abstract

Bu çalışmanın amacı, okul öncesi eğitim kurumuna devam eden ve 4-6 yaş grubu çocuklarda mizaç ve öğretmen-çocuk ilişkisinin yordayıcılığını araştırmak ve mizaç alt boyutlarının cinsiyete, ebeveyn eğitim düzeyine göre değişip değişmediğini belirlemektir. Çalışma için gerekli etik kurul izni alınmıştır. Çalışma grubunu 168’i kız 146’si erkek olmak üzere toplam 314 çocuğun ebeveynleri ve öğretmenleri oluşturmaktadır. Çalışma verileri 2020-2021 eğitim öğretim yılı bahar döneminde, Uşak il merkezinde bulunan Milli Eğitim Bakanlığına bağlı anaokulları, anasınıfları ve özel okullardan toplanmıştır. Veriler Çocuklar için Kısa Mizaç Ölçeği ve Öğretmen-öğrenci ilişkisi ölçekleriyle toplanmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklem t-testi, ANOVA ve regresyon analizi kullanılmıştır. Araştırma sonuçlarına göre mizaç ile cinsiyet ve anne-baba eğitim durumu arasında ilişki bulunmuştur. Araştırma bulgularından mizacın sebatkarlık alt boyutunda cinsiyete göre farklılık oluştuğunu göstermektedir. Mizaç alt boyutlarından sebatkarlık ve utangaçlığın çatışmayı, sebatkarlık ve ritmikliğin yakınlığı anlamlı olarak yordadığı sonucuna ulaşılmıştır. Araştırmanın bulguları literatür ışığında tartışılmış ve gelecek çalışmalar için önerilerde bulunulmuştur.

Keywords

Öğretmen-Öğrenci Ilişkisi, Mizaç, Ebeveyn Eğitim Düzeyi

References

• Acar, I. H., Kutaka, T. S., Rudasill, K. M., Torquati, J. C., Coplan, R. J. ve Yıldız, S. (2018). Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. Current Psychology, 39(6), 2231–2245. https://doi.org/10.1007/s12144-018-9901-z.
• Akbaş, B. (2016). Okul öncesi eğitim kurumuna devam eden 60 ay ve üzeri çocukların sosyal uyum becerileri ile mizaç özellikleri arasındaki ilişkinin incelenmesi. Yüksek lisans tezi. Aksaray Üniversitesi, Sosyal Bilimler Enstitüsü, İlköğretim Ana Bilim Dalı, Aksaray. Bee, H., Dennis, B. (2009). Çocuk gelişim psikolojisi. (çev. Okhan Gündüz), İstanbul: Kaknüs Yayınları.
• Bornstein, M. H., Hahn, C. S., Putnick, D. L. ve Pearson, R. (2019). Stability of child temperament: Multiple moderation by child and mother characteristics. British Journal of Developmental Psychology, 37(1), 51-67.
• Côté, S. M., Vaillancourt, T., Barker, E. D., Nagin, D. ve Tremblay, R. E. (2007). The joint development of physical and indirect aggression: Predictors of continuity and change during childhood. Development and Psychopathology, 19, 37–55. doi 10.1002/ab.20313.
• Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development. Special Issue: Measurement of School Readiness, 17, 57–89.
• Dollar Jessica M., Perry, Nicole B., Calkins, Susan D., Keane, Susan P. and Shanahan Lilly. (2018). Temperamental anger and positive reactivity and the development of social skills: Implications for academic competence during preadolescence. Early Educ Dev., 29(5), 747–761. doi:10.1080/10409289.2017.1409606.
• Doumen, S., Verschueren, K., Buyse, E., Germeijs, V., Luyckx, K. ve Soenens, B. (2008). Reciprocal relations between teacher–child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child & Adolescent Psychology, 37(3), 588–599. doi 10.1080/15374410802148079.
• Erdinç S. (2009). Okul öncesi dönem çocuklarında fiziksel ve ilişkisel saldırganlığın çeşitli değişkenler açısından incelenmesi. Yüksek lisans tezi. Ankara Üniversitesi, Eğitim Bilimleri Enstitü, Okul Öncesi Eğitim Bilim Dalı, Ankara.
• Flynn, B. M. (2000). The teacher-child relationship, temperament, and coping in children with developmental disabilities. Doctoral Dissertation. Teachers College, Columbia University. (UMI Number: 9979194).
• Gresham, F. M., Elliott, S. N., Vance, M. J. and Cook, C. R. (2011). Comparability of the social skills rating system to the social skills improvement system: content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26(1), 27-44.
• Han, P. G., Wu, Y. P., Tian, Y., Xu, M. X. ve Gao, F. G. (2016). The relationship between shyness and externalizing problem in Chinese preschoolers: The moderating effect of teacher-child relationship. Journal of Education and Training Studies, 4(3), 167–173. https:// doi.org/10.11114/jets.v4i3.1295.
• Khatibi M, Khormaee F. (2016). Biological Basis of Personality: A Brief Review. J. Life Sci. Biomed. 6(2), 33-36.
• Keogh, B. K. ve Burstein, N. D. (1988). Relationship of temperament to preschoolers’ interactions with peers and teachers. Exceptional Children, 54, 456–561.
• Ladd, G. W. ve Birch, S. H. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373–1400.
• Ladd, G. W., Kochenderfer, B. J. ve Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103–1118.
• Lane, K. L., Givner, C. C. ve Pierson, M. R. (2004). Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. Journal of Special Education, 38, 104–111.
• Mashburn, A. J. ve Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17, 151–176.
• Masten, A. S. (2006). Developmental psychopathology: Pathways to the future. International Journal of Behavioral Development, 31, 46–53.
• Merrell, K.W. (1993). Using behavior rating scales to assess social skills and antisocial behavior in school settings: Development of the school social behavior scales. School Psychology Review, 22(1), 115–134.
• Oren, M. ve Jones, I. (2009). The relationships between child temperament, teacher-child relationships, and teacher-child interactions. International Education Studies, 2(4), 122-133.
• Özdemir, A.N. (2017) Okul öncesı̇ dönem çocuklarının akran şı̇ddetı̇ne maruz kalma düzeyı̇, mı̇zaç tarzı ve empatı̇k becerı̇lerı̇nı̇n i̇ncelenmesı̇.Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitü, Okul Öncesi Eğitimi Bilim Dalı, Ankara.
• Purwati, P., & Japar, M. (2017). Parents’ education, personality, and their children’s disruptive behaviour. International Journal of Instruction, 10(3), 227–240. https://doi.org/10.12973/iji.2017.10315a.
• Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
• Pianta, R. C. (2001). STRS: Student-teacher relationship scale: Professional manual. Psychological Assessment Resources.
• Rose-Krasnor, L. ve Denham, S. (2009). Social-emotional competence in early Childhood In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of Peer Interactions, Relationships, and Groups (p.162–179). New York, NY: The Guildford Press.
• Rudasill, K. M. ve Rimm-Kaufman, S. E. (2009). Teacher–child relationship quality: The roles of child temperament and teacher–child interactions. Early Childhood Research Quarterly, 24(2), 107-120.
• Sanson, A., Hemphill, S. A., & Smart, D. (2004). Connections between temperament and Social Development: A Review. Social Development, 13(1), 142–170. https://doi.org/10.1046/j.1467-9507.2004.00261.x.
• Scott, T. M. ve Nelson, C. M. (1999). Using functional behav- ioral assessment to develop effective intervention plans: Practical classroom application. Journal of Positive Behavior Interventions, 1, 242–251.
• Séguin, D. G. ve MacDonald, B. (2018). The role of emotion regulation and temperament in the prediction of the quality of social relationships in early childhood. Early child development and care, 188(8), 1147-1163.
• Silver, R. B., Measelle, J. R., Armstrong, J. M. ve Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43(1), 39–60.
• Shiner, R. L. (2005). The impact of temperament on child development: Comments on Rothbart, Kagan, and Eisenberg. Encyclopedia on Early Childhood Development. https://www.researchgate.net/publication/237588749_The_Impact_of_Temperament_on_Child_Development_Comments_on_Rothbart_Kagan_and_Eisenberg. 15.12.2021 tarihinde erişim sağlanmıştır.
• Silver, R. B., Measelle, J., Armstrong, J. M. and Essex, M. J. (2005). Trajectories of classroomexternalizing behavior: Contributions of child characteristics, family characteristics, and theteacher-child relationships during the school transition. Journal of School Psychology, 43(1), 39-60.
• Stuhlman, M. W. ve Pianta, R. C. (2002). Teachers’ narratives about their relationships with children: Associations with behavior in classrooms. School Psychology Review, 31, 148–163.
• Thomas, A., Chess, S., Birch, H. G., Hertzig, M. E. ve Korn, S. (1963). Behavioural individuality in early childhood. New York: New York University Press.
• Thomas, A., Chess, S. ve Birch, H.G. (1968). Temperament and behavior disorders in children. New York: New York University Press.
• Van Lier, P. A. C. ve Koot, H.M. (2010). Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school. Development and Psychopathology, 22, 569–582. doi 10.1017/S0954579410000283.
• Walker, S., Berthelsen, A. ve Irving, K. (2001). Temperament and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 31(3), 177-192.
• Yagmurlu, B., Sanson, A. ve Köymen, S.B. (2005) Ebeveynlerin ve çocuk mizacının olumlu sosyal davranış gelişimine etkileri: Zihin kuramının belirleyici rolü. Türk Psikoloji Dergisi, 20(55), 1-20.
• Yagmurlu, B. ve Sanson, A. (2009). The role of child temperament, parenting and culture in the development of prosocial behaviors. Australian Journal of Psychology, 61, 77–88.