FRIENDSHIP FEATURES DURING PRESCHOOL PERIOD: TEACHER OPINIONS

Yıl 2024, , 61 - 73, 19.12.2024

Hülya Gülay Ogelman , Nazife Koyutürk Koçer

https://doi.org/10.47214/adeder.1549950

Öz

The purpose of the research is to examine preschool teacher opinions concerning the friendships of children. The Friendship Features Teacher Opinion Form was used in the research. With respect to the findings, teacher opinions pointed out that the term close friendship is evident in social relationships of young children. In addition, in their close friendship relations young children attach importance to factors such as sitting side-by-side, playing together, being a group/partners in an activity. Girls focus on being the same gender, having social skills and being interested in the same games; boys focus on being the same gender, being interested in the same games and having leadership features. According to teacher opinions, young children don’t prefer developing friendship relations with peers who in general lack social skills, aren’t the same gender and who don’t have an adaptive nature.

Anahtar Kelimeler

Friendships features, close friendship, young children, preschool period, preschool teachers

OKUL ÖNCESİ DÖNEMDE ARKADAŞLIK GÖRÜNÜMÜ: ÖĞRETMEN GÖRÜŞLERİ

Öz

Araştırmanın amacı, okul öncesi öğretmenlerinin çocukların arkadaşlıklarına yönelik görüşlerinin incelenmesidir. Araştırmada, Arkadaşlık Görünümü Öğretmen Görüş Formu kullanılmıştır. Bulgular doğrultusunda, öğretmen görüşlerine dayalı olarak küçük çocukların sosyal ilişkilerinde yakın arkadaş kavramının yer alabildiği belirlenmiştir. Bununla birlikte okul öncesi dönem çocukları yakın arkadaşlıklarında çeşitli durumlarda yan yana oturma, birlikte oyun oynama, etkinlikte grup olmak/eşleşme gibi durumlara önem vermektedirler. Kız çocukları, arkadaş tercihlerinde aynı cinsiyetten olma, sosyal becerilere sahip olma ve aynı oyunlara ilgi duyma; erkekler ise aynı cinsiyetten olma, aynı oyunlara ilgi duyma ve liderlik unsurlarını göz önünde bulundurmaktadırlar. Öğretmen görüşlerine göre küçük çocuklar, sosyal becerileri sıklıkla göstermeyen, aynı cinsiyetten olmayan, uyumlu bir mizaca sahip olmayan akranları ile arkadaşlık ilişkileri geliştirmeyi tercih etmemektedirler.

Anahtar Kelimeler

Arkadaşlık görünümü, yakın arkadaşlık, küçük çocuklar, okul öncesi dönem, okul öncesi öğretmenleri.

Kaynakça

• Afshordi, N., & Liberman Z. (2020). Keeping friends in mind: Development of friendship concepts in earlychildhood. Social Development, 30(2), 331–342.
• Anderson, A. R., & Fowers, B. J. (2020). An exploratory study of friendship characteristics and their relations with hedonic and eudaimonic well-being. Journal of Social and Personal Relationships, 37(1), 260-280. https://doi.org/10.1177/0265407519861152.
• Bagwell, C. L. (2023). Friendships. Encyclopedia of Child and Adolescent Health, 3, 62-74. https://doi.org/10.1016/B978-0-12-818872-9.00120-5.
• Bagwell, C. L., & Bukowski, W. M. (2018). Friendship in childhood and adolescence: Features, effects, and processes. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (pp. 371–390). Guilford Press.
• Bowker, J. C., & Weingarten, J. (2022). Temporal approaches to the study of friendship: Understanding the developmental significance of friendship change during childhood and adolescence. Advances in Child Development and Behavior, 63, 249-272. https://doi.org/10.1016/bs.acdb.2022.04.005
• Bukowski,W. M., Pizzamiglio, M. T., Newcomb, A. F. & Hoza, B. (1996). Popularity as an Affordance for Friendship: The Link between Group and Dyadic Experience. Social Development, 5(2):189–202. doi:10.1111/j.1467-9507.1996.tb00080.x
• Buysse, V., Goldman, B. D., & Skinner, M. L. (2003). Friendship for mation in inclusive early childhood classrooms: what is theteacher’s role? Early Childhood Research Quarterly 18, 485–501.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. Baskı). Ankara: Pegem Yayınları.
• Byrne, D. (1971). The Attraction Paradigm. Academic Press.
• Fiske, A. P. (1992). The four elementary forms of sociality: frameork for a unified theory of social relations. Psychological Review, 99(4), 689-723.
• Flynn, M. A., Everett, J. W., & Whittinghill, D. (2016). The impact of a living learning community on first-year engineering students. Eur. J. Eng. Educ. 41, 331–341. doi: 10.1080/03043797.2015.1059408.
• Gest, S. D., Graham-Bermann, S. A., & Hartup, W. W. (2001). Peer Experience: Common and Unique Features of Number of Friendships, Social Network Centrality, and Sociometric Status. Social Development, 10 (1), 23-40. Hall, J. A. (2012). Friendship standards: The dimensions of ideal expectations. Journal of Social and Personal Relationships, 29 (7), 884–907. https://doi.org/10.1177/0265407512448274.
• Hartup, W. W. (1992). Friendships and their developmental significance. In H. Mc Garle (Ed.), Childhood Social Development: Contemporary Perspectives (pp. 175–205). Hillsdale, NJ: Lawrence Erlbaum.
• Irvin, D., W., Luo, Y., Huffman, J. M., Grasley-Boy, N., Rous, B., & Hansen, J. H. L. (2021). Capturing talk and proximity in the classroom: Advances in measuring features of young children's friendships. Early Childhood Research Quarterly, 57, 102-109.
• Jukert, P., & Leszczensky, L. (2023). Friendships. Reference Module in Neuro science and Biobehavioral Psychology, https://doi.org/10.1016/B978-0-323-96023-6.00034-8.
• Khalfaoui, A., Garcia Carrion, R. & Anabo, I. F. (2023). Supporting children’s friendship stability in a culturally diverse school with a dialogic approach: A casestudy. Learning, Culture and Social Interaction, 41, 100737.
• Kupersmidt, J. B., & Coie, J. D. (1990). Preadolescent Peer Status, Aggression, and School Adjustment as Predictors of Externalizing Problems in Adolescence. Child Development, 61(5), 1350-1362
• Ladd, G. W. (2005). Children’s peer relations and social competence: A century of progress. New Haven, Connecticut: Yale University Press.
• Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development, 74(5), 1344–1367.
• Lin, C., & Jiang, X. (2023). The Role of Personality Traits and Values in Perceived Friendship Quality: The Dyadic Approach. Intech Open. doi: 10.5772/intechopen.107867.
• Mashburn, A. J., Hamre B. K., Downer J. T., & Pianta R. C. (2006). Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367-380.
• Mawson, B. (2010). Gender and leadership styles in children’s play. Australasian Journal of Early Childhood, 35(3), 115-123.
• Meyer, L. E., & Ostrosky, M. M. (2014). Measuring the friendships of young children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 34(3), 186–196. https://doi.org/10.1177/0271121413513038.
• Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36. https://doi.org/10.1080/10888691.2017.1398650.
• Overton, S., & Rausch, J. L. (2002). Peer relationships as support for children with disabilities: An analysis of mothers’ goals and indicators for friendship. Focus on Autismand Other Developmental Disabilities, 17(1), 11-29.
• Parker, J. G., Rubin, K. H., Price, J., & DeRosier, M. (1995). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. Cohen (Eds.), Development and pyschopathology: Vol. 2: Risk, disorder, and adaptation (pp. 96–145). New York: Wiley.
• Poulin, F., & Chan, A. (2010). Friendship stability and change in childhood and adolescence. Developmental Review, 30(3), 257–272. https://doi.org/10.1016/j.dr.2009.01.001
• Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Damon & N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (pp. 619–700). John Wiley & Sons, Inc..
• Sebanc, A. M. (2003). The friendship features of preschool children: links with prosocial behavior and aggression. Social development, 12(2), 249-268.
• Sebanc, A. M., Kearns, K. T., Hernandez, M. D., & Galvin, K. B. (2007). Predicting having a best friend in young children: individual characteristics and friendship features. The Journal of Genetic Psychology, 168(1), 81–95.
• Selman, R. L. (1981). The child as a friendship philosopher. In S. R. Asher, & J. M. Gottman (Eds.), The development of children's friendships (pp. 242–272). Cambridge, UK: Cambridge University Press.
• Shin, H., Ryan, A. M., & North, E. (2019). Friendship processes around prosocial and aggressive behaviors: The role of teacher–student relatedness and differences between elementary-school and middle-school classrooms. Merrill-Palmer Quarterly, 65(2), 232–263. https://doi.org/10.13110/merrpalmquar1982.65.2.0232.
• Stone, L. L., Giletta, M., Brendgen, M., Otten, R., Engels, R. C. M. E., & Janssens, J. M. A. M. (2013). Friendship similarities in internalizing problems in early childhood. Early Childhood Research Quarterly, 28, 210-217.
• Vial, A. C., & Cimpian, A. (2023). Gender differences in children's reasoning about and motivation to pursue leader shiproles. Sex Roles (in press). https://www.researchgate.net/publication/374192873_Gender_Differences_in_Children's_Reasoning_About_and_Motivation_to_Pursue_Leadership_Roles.