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DUYGU KOÇLUĞU İLETİŞİM EĞİTİMİNİN OKUL ÖNCESİ ÖĞRETMENLERİNİN VE ANNELERİN YAŞAMLARINA ETKİSİ: BİR DENEYİM PAYLAŞIMI

Year 2021, Volume: 34 Issue: 3, 1083 - 1124, 27.12.2021
https://doi.org/10.19171/uefad.955407

Abstract

Davranışların yönetiminde duygulara odaklanmayı ve ilişkisel yaklaşımı destekleyen duygu koçluğu, eğitim ortamlarında da kullanılabilen çok disiplinli bir yaklaşımdır. Bu yaklaşım çocukların zor duyguları yönetme yetkinliklerini geliştirmek amacıyla çocuklar ve yetişkinler arasındaki ilişkiyi destekleyerek duygusal düzenlemeyi sağlamak için bütünleştirici bir araç olarak kullanılmakta ve uluslararası alan yazında yaklaşımın olumlu etkileri konusunda birçok çalışma bulunmaktadır. Ancak ülkemizde erken çocukluk döneminde ev ve okul ortamlarında Duygu Koçluğu yaklaşımının kullanımı hakkında herhangi bir çalışma bulunmamaktadır. Bu araştırma Duygu Koçluğu yaklaşımı temelli “Duygu Dostu Öğretmenlik ve Ebeveynlik Eğitimi” alan okul öncesi öğretmenlerinin ve bu dönemde çocuğu olan annelerin eğitim sonrasındaki deneyimlerini ve yaklaşımın yaşamlarına etkisi konusundaki görüşlerini almaya yönelik nitel bir “durum çalışması”dır. Araştırma grubu Duygu Koçluğu yaklaşımı temelli “Duygu Dostu Öğretmenlik ve Ebeveynlik Eğitimi” alan gönüllü 32 kişiden oluşmaktadır. Araştırmanın verileri odak grup görüşmesi ile elde edilmiştir. Analizlerde “MAXQDA” programı kullanılmıştır. Sonuçlar, annelerin ve öğretmenlerin bu yaklaşım hakkında edindikleri bilgilerin yaşamlarına farkındalık ve uygulama düzeyinde pek çok katkı yaptığını, çocukları ve öğrencileri ile iletişimlerinde, öğretmenlik ve ebeveynlik rollerinde olumlu yansımaları olduğunu düşündüklerini göstermektedir. Ülkemizde ailelerde ve okullarda bu yaklaşımın yaygınlaşması için çeşitli bilimsel araştırmalar ve farkındalık çalışmaları yapılması önerilmektedir.

References

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  • Hattie, J. (2009). The black box of tertiary assessment: An impending revolution. Tertiary assessment & higher education student outcomes: Policy, practice & research, 259,275.
  • Havighurst, S., Wilson, K.R., Harley, A.E., Kehoe, C., Efron, D., & Prior, M.R. (2013). ''Turning into Kids'': Reducing young children's behavior problems using an emotion coaching parenting prgram. Children Psychiatry & Human Development, 44(2), 247-264. http://doi.org/10.1007/s10578-012-0322-1
  • Immordino Yang, M.H., & Damasia, A. (2007). We feel therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain and education, 1(1), 3-10.
  • Katz, L.F., Maliken, A.C., & Stettler, N.M. (2012). Parental meta-emotion philosophy: A review of research and theoretical framework. Child Development Perspectives, 6(4) 417-422. https://doi.org/10.1111/j.1750-8606.2012.00244.x
  • Loop, L., & Roskam, I. (2016). Do children behave better when parents' emotion coaching practices are stimulated? A micro-trial study. Journal of Child Family Studies, 25(7), 2223-2235. http://doi/10.2174/1874922401709010095
  • Manning-Morton, J. (2014). Exploring well-being in the early years. Open University Press.
  • Marbina, L., Mashford-Scott, A., Church, A., & Tayler, C. (2015). Assessment of Wellbeing in Early Childhood Education and Care: Literature Review. Victorian Early Years Learning and Development Framework. Pages/aboutus/policies/policy-copyright. aspx.
  • McCleland, M., Tominey, S., Schmitt, S., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children. The Future of Children, 33-47.
  • Oh, J.H. (2016). The Influence of maternal-acceptance experiences during childhood, social-supportive level and emotion-coaching reaction on child emotion-regulation strategies: Mediated- moderation effects. Korean J Child Stud, 101-115.
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  • Rose , J., McGuire- Snieckus, R., & Gilbert, L. (2015). Emotion Coaching - a strategy for promoting behavioural self-regulation in children/ young people in schools: A pilot study. The European Journal of Social and Behavioural Sciences EJSBS, 1767-1790. http://dx.doi.org/10.15405/ejsbs.159
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THE IMPACT OF EMOTION COACHING COMMUNICATION TRAINING ON THE LIVES OF PRESCHOOL TEACHERS AND MOTHERS: SHARING AN EXPERIENCE

Year 2021, Volume: 34 Issue: 3, 1083 - 1124, 27.12.2021
https://doi.org/10.19171/uefad.955407

Abstract

Advocating a relational approach and focusing on emotions in the management of behavior, emotion coaching is a multidisciplinary approach that can also be used in educational environments. This approach is used as an integrating tool to provide emotional organization by supporting child-adult relationships in order to improve children's ability to manage challenging emotions, and there are many studies on the positive impacts of the approach in the international literature. However, to the researchers’ knowledge, there have been no studies in Turkey on how the Emotion Coaching (EC) communication approach impacts the lives of children in their early childhood, their teachers and their families. This is a qualitative case study conducted to reveal the experiences of preschool teachers and mothers of children in early childhood who have received the Emotion Coaching Communication Approach-Based "Emotion Friendly Teaching & Parenting Training" and their views on how the approach has impacted their lives. The research group consists of 32 volunteers who have received the training. The data of the study was obtained with a focus group interview. The computer software program MAXQDA was used to analyze the data. The overall results show us that the knowledge that mothers and teachers have gained training had greatly contributed to their lives both in awareness and practice levels.

References

  • Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 1-15.
  • Bandura , A. & McClelland,D. C. (1977). Social learning theory (Vol.1) Englewood cliffs.
  • Barett, P., Cooper, M., & Teoh, A. (2014). When Time is of the Essence: A Rationale for ''Earlier' Early İntervention. Journal of Psychological Abnormalities in Children, 3(4), 2-8. http://doi.org/10.4172/2329-9525.1000133
  • Bath Spa Universty. www.bathspa.ac.uk/projects/emotion-coaching. Erişim Tarihi: 02.05.2021
  • Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Allyn and Bacon.
  • Bergen, S., & Robertson, R. (2012). Healthy children, healthy lives: The wellness guide for early childhood programs. Redleaf Press.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Boston MA Allyn and Bacon.
  • Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. Routledge.
  • Buckholdt, K.E., Kitzmann, K.M., & Cohen, R. (2016). Parent emotion coaching buffers the psychological effects of poor peer relations in the classroom. Journal of social and personal relationships, 33(1), 23-41. https://doi.org/10.1177/0265407514562560
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri (Cilt 28). Pegem Akademi.
  • Blair, C., & Raver, C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. Plos One, 9(11), e112393. https://doi.org/10.1371/journal.pone.0112393
  • Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage.
  • Cindy, B., & Hendriati, A. (2020). Sibling rivalry in 2-4 years old children: Maternal management based on emotion coaching concept. Journal Psikodimensia, 19(1), 86-93. https://doi.org/10.24167/psidim.v19i1.2070
  • Collaborativve for Academic, Social, and Emotional Learning [CASEL] (2015). Effective social and emotional learning programs. Casel Guide.
  • Collaborativve for Academic,Social, and Emotional Learning [CASEL]. (2018). Perspectives of youth on high school & Social and Emotional Learning. Casel.org. https://casel.org/wp-content/uploads/2018/11/Respected.pdf
  • Chronis - Tuscano, A., Lewis- Morrarty, E., Woods, KE, O'Brian, KA, Mazursky-Horowitz, H., & Thomas, SR. (2016). Parent–child interaction therapy with emotion coaching for preschoolers with attention-deficit/hyperactivity disorder. Cognitive and Behavioral Practice, 23(1), 62-78.
  • Creswell. JW., (2019). Nitel araştırmacılar için 30 temel beceri (2 b.). (H. Özcan, Çev.) Anı Yayıncılık.
  • Çepni, S. (2014). Araştırma ve proje çalışmalarına giriş. Celepler Matbaacılık.
  • Devers, K. J., & Frankel, R. M. (2000). Study design in qualitative research--2: Sampling and data collection strategies. Education for health, 13(2), 263.
  • Dunsmore, JC, Booker, JA, Ollendick, TH, Greene, RW, & Tech, V. (2016). Emotion socialization in the context of risk and psychopatyhology: Maternal emotion coaching predicts better treatment outcomes for emotionally labile children with oppositinional defiant disorder. Social Development, 25(1), 8-26. http://doi.org/10.1111/sode.12109
  • Ellis, B. H., & Alisic, E. (2013). Maternal emotion coaching: A protective factor for traumatized children's emotion regulation. Journal of Child & Adolescent Trauma, 6(2), 118-125. http://doi.org/10.1080/19361521.2013.755651
  • Emotion Coaching UK. (2021, Haziran). Emotion Coaching Uk A way of being, a way of becoming. https://www.emotioncoachinguk.com/emotion-coaching-practicioners
  • Emotion Coaching (2021). www.emotioncoachinguk.com Erişim tarihi: 18.04.2021.
  • Ersoy, A., & Saban, A. (2019). Eğitimde nitel araştırma desenleri. Anı Yayıncılık.
  • Fox, N.A., & Calkins, S.D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and emotion, 27(1), 7-26.
  • Gerhardt, S. (2019). Sevgi neden önemlidir? Şefkat bir bebeğin beynini nasıl biçimlendirir? (B. Tırnakçı, Çev.) Yapı Kredi Yayınları
  • Gilbert, L. (2013). The transference of emotion coaching into community and educational settings. Unpublished doctoral thesis, preliminary findings. Bath Spa University.
  • Gottman, J.M., & DeClaire, J. (1997). The heart of parenting: How to raise an emotionally intelligent child. Bloomsbury.
  • Gottman, J., & Declaire, J. (2020). Duygusal zekası yüksek çocuklar yetiştirmek. (Y. Ataman, Çev.) Görünmez Adam Yayıncılık.
  • Guo, R., & Wu, Z. (2021). Empathy as a buffer: How empathy moderates the emotional effects on Preschoolers’ sharing. British Journal of Psychology, 112(2), 412-432. https://doi.org/10.1111/bjop.12466
  • Gus, L., Rose, J., & Gilbert, L. (2015). Emotion coaching: A universal strategy for supporting and promoting sustainable emotional and behavioural well-being. Educational and Child Pyschology, 32(1), 31-41.
  • Gus, L., Rose, J., Gilbert, L., & Kilby, R. (2017). The introduction of Emotion Coaching as a whole school approach in a primary specialist social emotional and mental health setting: Positive outcomes for all. The Open Family Studies Journal, 9(1) , 95-109. http://doi.org/10.2174/1874922401709010095
  • Hattie, J. (2009). The black box of tertiary assessment: An impending revolution. Tertiary assessment & higher education student outcomes: Policy, practice & research, 259,275.
  • Havighurst, S., Wilson, K.R., Harley, A.E., Kehoe, C., Efron, D., & Prior, M.R. (2013). ''Turning into Kids'': Reducing young children's behavior problems using an emotion coaching parenting prgram. Children Psychiatry & Human Development, 44(2), 247-264. http://doi.org/10.1007/s10578-012-0322-1
  • Immordino Yang, M.H., & Damasia, A. (2007). We feel therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain and education, 1(1), 3-10.
  • Katz, L.F., Maliken, A.C., & Stettler, N.M. (2012). Parental meta-emotion philosophy: A review of research and theoretical framework. Child Development Perspectives, 6(4) 417-422. https://doi.org/10.1111/j.1750-8606.2012.00244.x
  • Loop, L., & Roskam, I. (2016). Do children behave better when parents' emotion coaching practices are stimulated? A micro-trial study. Journal of Child Family Studies, 25(7), 2223-2235. http://doi/10.2174/1874922401709010095
  • Manning-Morton, J. (2014). Exploring well-being in the early years. Open University Press.
  • Marbina, L., Mashford-Scott, A., Church, A., & Tayler, C. (2015). Assessment of Wellbeing in Early Childhood Education and Care: Literature Review. Victorian Early Years Learning and Development Framework. Pages/aboutus/policies/policy-copyright. aspx.
  • McCleland, M., Tominey, S., Schmitt, S., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children. The Future of Children, 33-47.
  • Oh, J.H. (2016). The Influence of maternal-acceptance experiences during childhood, social-supportive level and emotion-coaching reaction on child emotion-regulation strategies: Mediated- moderation effects. Korean J Child Stud, 101-115.
  • Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International journal of qualitative methods, 8(3), 1-21.
  • Ömeroğlu, E., & Ulutaş, İ. (2007). Çocuk ve ergen gelişimi. Morpa Kültür Yayınları.
  • Piaget, J. (1954). The construction of reality in the child. Basic Books.
  • Pollak, S.D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing emotion in faces: Developmental effects of child abuse and neglec. Developmental Psychology, 36(5), 679–688. https://doi.org/10.1037/0012-1649.36.5.679
  • Ramsden, S.R., & Hubbard, J.A. (2002). Family expressiveness and parental emotion coaching: Their role in children’s emotion regulation and aggression. Journal of abnormal child psychology, 30(6), 657-667.
  • Rees, G., Goswami, H., Pople, L., Bradshaw, J., Keung, A., & Main, G. (2013). The good childhood report 2013. The Children's Society.
  • Rose , J., McGuire- Snieckus, R., & Gilbert, L. (2015). Emotion Coaching - a strategy for promoting behavioural self-regulation in children/ young people in schools: A pilot study. The European Journal of Social and Behavioural Sciences EJSBS, 1767-1790. http://dx.doi.org/10.15405/ejsbs.159
  • Rose, J., Gilbert, L., & Richards, V. (2016). Health and well-being in early childhood. Sage.
  • Sawyer, K., Denham, S., Blair, K., & Levitas, J. (2002). The contribution of older siblings' reactions to emotions to preschoolers' emotional and social competence. Marriage and Family Review, 34(3), 182-212.
  • Seggie, F. N., & Bayyurt, Y. (2015). Nitel araştırma yöntem,analiz ve yaklaşımları. Anı Yayıncılık.
  • Siegel, BS, Dobbins, MI, Earls, MF,… Wood, DL (2012). The lifelong effects of early childhood adversity and tonic stress. American Academy of Pediatrics, 129(1), 232-246. http://doi/10.1542/peds.2011-2663
  • Shaughnessy, J. (2012). The challenge for English schools in responding to current debates on behaviour and violence. Pastoral Care in Education, 30(2), 87-97.
  • Shonkoff , J.P., & Garner, A.S., & Committee o Psychosocial Aspects of Child and Family Health. Section on Developmental and Behavioral Pediatrics.
  • Smith, T. (2020). Duygular sözlüğü (4.Baskı b.). (H. Şirin, Çev.) Kolektif Kitap.
  • Statham, J., & Chase, E. (2010). Childhood well-being:A brinf overview. Childhood Well-being Research Centre.
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There are 64 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Nalan Kuru 0000-0003-3536-8238

Nihal Kesen 0000-0003-4790-3242

Şeyma Kesmez 0000-0003-4665-5291

Publication Date December 27, 2021
Submission Date June 21, 2021
Published in Issue Year 2021 Volume: 34 Issue: 3

Cite

APA Kuru, N., Kesen, N., & Kesmez, Ş. (2021). DUYGU KOÇLUĞU İLETİŞİM EĞİTİMİNİN OKUL ÖNCESİ ÖĞRETMENLERİNİN VE ANNELERİN YAŞAMLARINA ETKİSİ: BİR DENEYİM PAYLAŞIMI. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 1083-1124. https://doi.org/10.19171/uefad.955407