Research Article
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An Investigation of Peer Bullying at Preschool Period

Year 2012, Volume: 23 Issue: 1, 107 - 120, 15.04.2012

Abstract



This
study was carried out to determine peer bullying in preschool period and peer
bullying types and characteristics. This study type is a descriptive research.
The working group was consisted of 53 preschool teachers. A questionnaire form
made up of openended questions was used to gather data and the data obtained
was analyzed through content analysis. The results of this research indicate
gender differences in peer bullying occurences. Peer bullying occured more
among male children. In addition preschool children tend to bully same sex
peers. Although relational and verbal bullying were observed among preschool
children, physical bullying occured more often.




References

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  • Gini, G. (2006). Bullying as a social process: The role of group membership in students percepti- on of inter-group aggression at school. Journal of School Psychology, 44 (1), 51-65.
  • Gülay, H. (2009). Okul öncesi dönemde akran ilişkileri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 82-93.
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  • Hall-Lande, J. D., Eisenberg, M. E., Christenson, S. L., Noumark-Sztainer, D. (2007). Social isolation, psycholocal health, and protective factors in adolescence. Adolescence, 42(166), 265-286.
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OKUL ÖNCESİ DÖNEMDE AKRAN ZORBALIĞININ İNCELENMESİ

Year 2012, Volume: 23 Issue: 1, 107 - 120, 15.04.2012

Abstract



Bu
çalışma, okul öncesi dönem çocuklarında akran zorbalığını, akran zorbalığı
türlerini ve özelliklerini belirlemek amacı ile yapılmıştır. Araştırma betimsel
türdedir. Çalışma grubunu 53 okul öncesi öğretmeni oluşturmuştur. Veri toplamak
amacı ile açık uçlu sorulardan oluşan görüşme formu kullanılmış ve elde edilen
veriler içerik analizi ile değerlendirilmiştir. Araştırma sonucunda; okul
öncesi dönem çocuklarının daha fazla kendi hemcinslerine zorbalık
uyguladıkları, erkek çocuklar arasında akran zorbalığının daha fazla yaşandığı,
en sık fiziksel zorbalığın görüldüğü, bununla birlikte ilişkisel ve sözel akran
zorbalığının da okul öncesi dönemde görüldüğü belirlenmiştir.




 




References

  • Ahmed, E. ve Braithwaite, V. (2004). Bullying and victimization: Cause and consern for both families schools. Social Psychology of Education, 7, 35-54.
  • Alikaşifoğlu, M. ve Ercan, O. (2007). Çocukluk ça¬ğında kabadayılık/zorbalık davranışları: hekimler açısından anlamı. Türk Pediatri Arşivi, 42, 19-25.
  • Andreou, E. (2001). Bully/victim problems and their association with coping behaviour in conflictual peer interactions among school-age children. EducationalPsychology, 21(1), 59-67.
  • Aral, N., Kandır, A., Yaşar, M.C. (2002). Okul ön¬cesi eğitim ve okul öncesi eğitim programı (2. Baskı). İstanbul: Ya-Pa Yayın Pazarlama.
  • Azurmendi, A., Braza, F., Braza, P., Cardas, J., Carerras, M., Garcia, A., Martin, J., Sorozobal, A. (2007). Behavioral profiles of different types of social status in preschool children: An observational app- roach. SocialBehavior and Personality, 35, 195-221.
  • Balcı A. (2010). Sosyal bilimlerde araştırma yön¬tem, teknik ve ilkeler (8. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Beyazkürk, D., Anlıak, S., Dinçer, Ç. (2007). Ço¬cuklukta akran ilişkileri ve arkadaşlık. Eurasian Journal of Educational Research, 26, 13-26.
  • Birch, S.H., Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.
  • Borup, I., Holstein, B. E. (2007). School children who are victims of bullying report benefit from health dialogues with the school health nurse. Health Education Journal, 66, 58-67.
  • Brown, W.H., Odom, S.L., Conray, M.A. (2001). An intervention hierarchy for promoting young children's peer interactions in natural environments. Topics in Early Childhood Special Educa¬tion, 21(3), 162- 175.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., Demirel,F. (2009). Bilimsel Araş¬tırma Yöntemleri. (3. Baskı). Ankara: Pegem Akademi Yayıncılık, 16. Byrne, B. (1999). The nature of school bullying: A cross-national perspective. London and New York: Routledge: 112-127.
  • Camodeca, M., Goossens, F.A. (2005). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46(2), 186-197.
  • Carlisle, N., Rofes, E. (2007). School bullying: do adult survivors perceive long-term effects? Traumatology, 13, 16-26.
  • Casas, J. Crick, N., Jansen, E., Ostrov, J., Woods, K. (2004). An observational study of delivered and received aggression, gender, and social- psychological adjustment in preschool: This White Crayon Doesn't Work. Early Childhood Rese¬arch Quarterly, 19 (2), 355-371.
  • Chen, X., Chang, L. , He, Y., Liu, H. (2005). The peer group as a context: Moderating effects on relations between maternal parenting and social and school adjustment in Chinese children. Child Development, 76(2), 417-434.
  • Cohen, D. ve Rudolph , M. (1997). Kindergarten and Early Schooling, USA.
  • Crick, N. B., Bigbee, M. A. (1998). Relational and overt forms of peer victimization informational approach. Journal of Counselling and Clinical Psychology, 66, 337-347.
  • Crothers, L. M., Kolbert, J. B. (2008). Tackling a problematic behavior management issue: teachers' intervention in childhood bullying problems. Intervention in School and Clinic, 43, 132-139.
  • Crothers, L. M., Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling & Development, 82, 496-503.
  • Cullerton-Sen, C., Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social-emotional adjustment. School Psychology Review, 34(2), 147-160.
  • Çetin, F., Bilbay, A.A., Kaymak, D.A. (2002). Araştırmadan uygulamaya çocuklarda sosyal be¬ceriler. İstanbul: Epsilon Yayıncılık Hizmetleri. Doll, B., Murphy, P., Song, S. Y. (2003). Their relationship between children's self-reported recess problems and peer acceptance and friendships. Journal of School Psychology, 41,113-130.
  • Eke, C.Y., Ögel, K. (2004). İstanbul'daki okullarda suç ve şiddetin yaygınlığı. I. Şiddet ve Okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alına¬bilecek Tedbirler Uluslararası Katılımlı Sempozyumu, s.22, İstanbul.
  • Estrem, T., McEvoy, M., Olson, M., Rodriguez, M. (2003). Assessing relational and physical aggression amongpreschool children: intermethod agreement. Topics in Early Childhood Special Education, 23, 53-63.
  • Finnegan, R. A., Hodges, E.V., Perry, D. G. 1998. Victimization by pers. Journal of Personality and Social Psychology, 75, 1076-1086.
  • Fox, C.L., Boultorn, M.J. (2005). The social skills problems of victims of bullying: self, peer and teacher perceptions. British Journal of Educational Psychology, 75, 313-328.
  • Gadit, A.M, Mugford, G. (2008). A pilot study of bullying and harassment among medical pro- fessionals in Pakistan, focussing on psychiatry: need for a medical ombudsman. Journal of Medical Ethics, 34, 463-466.
  • Genta, M. L., Menesini, E., Fonzi, A., Costabile, A., Smith, P. K. (1996). Bullies and victims in schools in central and Southern Italy. European Journal of Psychology, 11, 97-110.
  • Gillies-Rezo, S., Bosacki, S. (2003). Invisible bruises: kindergartens' perceptions of bullying. International Journal of Children’s Spirituality, 8(2), 163-177.
  • Gini, G. (2006). Bullying as a social process: The role of group membership in students percepti- on of inter-group aggression at school. Journal of School Psychology, 44 (1), 51-65.
  • Gülay, H. (2009). Okul öncesi dönemde akran ilişkileri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 82-93.
  • Gültekin, Z., Sayıl, M. (2005). Akran zorbalığını belirleme ölçeği geliştirme çalışması. Türk Psi¬koloji Yazıları, 8(15), 47-62.
  • Güvenir, T. 2005. Okulda akran istismarı. Kök Yayıncılık, Ankara, 9-49.
  • Hall-Lande, J. D., Eisenberg, M. E., Christenson, S. L., Noumark-Sztainer, D. (2007). Social isolation, psycholocal health, and protective factors in adolescence. Adolescence, 42(166), 265-286.
  • Hanish, L. D., Ryan, P., Martin, C. L., Fabes, R. A. (2005). The social context of young children's peer victimization. Social Development, 14(1), 2-19.
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There are 89 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gülümser Gültekin Akduman This is me

Publication Date April 15, 2012
Submission Date February 15, 2012
Published in Issue Year 2012 Volume: 23 Issue: 1

Cite

APA Gültekin Akduman, G. (2012). OKUL ÖNCESİ DÖNEMDE AKRAN ZORBALIĞININ İNCELENMESİ. Toplum Ve Sosyal Hizmet, 23(1), 107-120.