Okul Öncesi Dönem Çocuklarının Mizaç Özellikleri ve Anne-Çocuk İletişimi Arasındaki İlişkinin İncelenmesi

Yıl 2023, , 438 - 455, 24.06.2023

Özlem Gözün Kahraman , Arzu Özyürek , Nalan Arabacı

https://doi.org/10.32709/akusosbil.1031138

Öz

Annelerin çocuklarıyla iletişimlerinde çocuğa ait bireysel özellikler etkili olmaktadır. Bu çalışmada, okul öncesi çocukların sahip oldukları mizaç özellikleriyle anneleriyle iletişimleri arasındaki ilişkinin kişisel bazı değişkenlere göre incelenmesi amaçlanmıştır. Çalışma grubunu, okul öncesi eğitim kurumuna devam eden 4-6 yaş grubu 108’i kız ve 133’ü erkek olmak üzere 241 çocuk ve bu çocukların anneleri oluşturmuştur. Verilerin toplanmasında Çocuklar İçin Mizaç Ölçeği (ÇİMÖ) ve Anne-Baba-Çocuk İletişimini Değerlendirme Aracı (ABÇİDA)kullanılmıştır. Araştırmanın sonucunda; ÇİMÖ Aktivite Düzeyi ve Dikkat ve Sebat alt boyutları ile annelerin ABÇİDA Konuşma, Dinleme, Sözsüz İletişim ve Empati alt boyutları arasında; ÇİMÖ Tepkisellik Durumu ve Duygusal Duyarlık ile ABÇİDA tüm alt boyutları arasında; ÇİMÖ Ritmiklik ile ABÇİDA Konuşma, Dinleme, Mesaj ve Sözsüz İletişim alt boyutları arasında pozitif yönlü düşük bir ilişki varken ÇİMÖ Duygusal Hassasiyet alt boyut puanları ile ABÇİDA Mesaj alt boyutu ortalama puanları arasında negatif yönlü düşük düzeyde bir ilişki bulunmaktadır. Buna göre çocukluların olumlu duygulanıma ilişkin mizaç özellikleri ve anne-çocuk iletişim becerileri arasında pozitif ilişkiler olduğu görülmüştür. Aktivite düzeyi, yakınlık ve uyum, dikkat ve sebat ve duygusal duyarlılık özellikleri açısından kız çocukları lehine anlamlı farklılık olduğu saptanmıştır. Ayrıca annelerin çocuklarıyla iletişimlerinin bazı boyutlarında çocuğun cinsiyeti, doğum sırası, anne yaşı ve öğrenim durumunun da etkili olduğu görülmüştür. Bu çalışma sonucunda, ebeveynlerin çocukla ilişkilerinde çocuğun mizacına uygun yaklaşımlar sergilemelerinin sağlıklı iletişimde önemli olduğu vurgulanmıştır.

Anahtar Kelimeler

Okul öncesi dönem, mizaç, anne-çocuk iletişimi

Teşekkür

Bu çalışmanın ilk hâli 23-29 Ağustos 2021 tarihleri arasında Nevşehir Hacı Bektaş Veli Üniversitesi işbirliği ile çevrimiçi düzenlenen Uluslararası Profesyonel Eğitim Konferansı (IPEC) kongresinde sözlü bildiri olarak sunulmuştur.

Investigation of the Relationship between Preschool Children's Temperament Characteristics and Mother-Child Communication

Öz

The individual characteristics of the child are effective in the communication of mothers with their children. In this study, it was aimed to examine the relationship between the temperament characteristics of preschool children and their communication with their mothers according to some personal variables. The study group consisted of 241 children, 108 girls and 133 boys, in the 4-6 age group attending pre-school education institutions and their mothers. The Temperament Scale for Children (TSC) and the Mother-Father-Child Communication Evaluation Tool (MFCCET) were used to collect the data. As a result of the research; Between TSC Activity Level and Attention and Persistence sub-dimensions and mothers' MFCCET Speaking, Listening, Nonverbal Communication and Empathy sub-dimensions; Between all sub-dimensions of TSC Responsiveness and Emotional Sensitivity with MFCCET; While there is a low positive correlation between TSC Rhythmicity and MFCCET Speaking, Listening, Message and Nonverbal Communication sub-dimensions, there is a low negative correlation between TSC Emotional Sensitivity sub-dimension scores and MFCCET Message sub-dimension average scores. Accordingly, it was observed that there was a positive relationship between the temperament characteristics of children with positive affect and mother-child communication skills. It was determined that there was a significant difference in favor of girls in terms of activity level, closeness and harmony, attention and persistence, and emotional sensitivity. In addition, it has been observed that the gender of the child, birth order, maternal age and educational status are also effective in some aspects of the communication of mothers with their children. As a result of this study, it was emphasized that it is important for healthy communication that parents exhibit approaches appropriate to the child's temperament in their relations with the child.

Anahtar Kelimeler

Preschool period, temperament, mother-child communication

Kaynakça

• Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479-495.
• Adani, S., & Cepanec, M. (2019). Sex differences in early communication development: Behavioral and neurobiological indicators of more vulnerable communication system development in boys. Croatian medical journal, 60(2), 141-149.
• Block, J. H. (1983) Differential premises arising from differential socialization of the sexes: Some conjectures. Child Development, 54: 1335-1354.
• Bornstein MH, Cote LR, Haynes OM, Hahn CS, Park Y. (2010). Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children. Developmental Psychology, 46(6):1677–1693.
• Clark, L. A., Kochanska, G., Ready, R. (2000). Mother's personality and its interaction with child temperament as predictors of parenting behavior. Journal of Personality and Social Psychology, 79, 274–285.
• Cosentino-Rocha, L., & Linhares, M. B. M. (2013). Child temperament and gender differences. Paidéia (Ribeirão Preto), 23, 63-72.
• Dallaire, D.H., Weinraub, M., 2007. Infant-mother attachment security and children’s anxiety and aggression at first grade. J. Appl. Dev. Psychol. 28 (5–6), 477–492.
• Daniels, D., & Plomin, R. (1985). Differential experience of siblings in the same family. Developmental Psychology, 21(5), 747-760.
• Else-Quest, N. M., Hyde, J. S., Goldsmith, H. H., & Van Hulle, C. A. (2006). Gender differences in temperament: a meta-analysis. Psychological bulletin, 132(1), 33.
• Gleason, T. R., Gower, A. L., Hohmann, L. M., & Gleason, T. C. (2005). Temperament and friendship in preschool-aged children. International Journal of Behavioral Development, 29(4), 336–344. doi: 10.1080/01650250544000116
• Holder, M. D., & Klassen, A. (2010). Temperament and happiness in children. Journal of Happiness Studies, 11(4), 419-439.
• Höl, Ş. (2017). Annelerin İletişim Becerilerinin Yönelik İletişimlerinin 5-6 Yaş Grubu Çocuklarının Yetenekleri Üzerindeki Yordayıcı Etkisi. Akademik Tarih ve Düşünce Dergisi, 4(13), 351-381.
• Huang KY, Caughy MOB, Genevro JL, Miller TL. (2005). Maternal knowledge of child development and quality of parenting among white, African-American and Hispanic mothers. Journal of Applied Developmental Psychology. 26(2):149–170.
• Karakaya, İ. (2012). Bilimsel araştırma yöntemleri. A. Tanrıöğen (Edt.) Bilimsel araştırma yöntemleri. Ankara: Anı.
• Kochanska, G. (1997). Multiple pathways to conscience for children with different temperaments: From toddlerhood to age 5. Developmental Psychology, 33, 228–240.
• Kornienko, D. S. (2016). Child temperament and mother's personality as a predictors of maternal relation to child. Procedia-Social and Behavioral Sciences, 233, 343-347.
• Laukkanen, J., Ojansuu, U., Tolvanen, A., Alatupa, S., & Aunola, K. (2014). Child’s difficult temperament and mothers’ parenting styles. Journal of Child and Family Studies, 23(2), 312-323.
• Lee, D. H., Oakland, T., & Ahn, C. (2010). Temperament styles of children in South Korea and the United States. School Psychology International, 31(1), 77-94.
• Lee, J. S., & Kim, E. J. (2013). The effects of children's temperament, parent-child communication styles, and peer relationships on children's happiness. Korean Journal of Human Ecology, 22(5), 433-445.
• Lengua, L. J. (2006). Growth in temperament and parenting as predictors of adjustment during children's transition to adolescence. Developmental psychology, 42(5), 819.
• Lengua, L. J., & Kovacs, E. A. (2005). Bidirectional associations between temperament and parenting and the prediction of adjustment problems in middle childhood. Applied Developmental Psychology, 26, 21–38.
• Lutchmaya, S., Baron-Cohen, S., & Raggatt, P. (2002). Foetal testosterone and eye contact in 12-month-old human infants. Infant Behavior and Development, 25(3), 327-335.
• Maulik, P. K., & Darmstadt, G. L. (2009). Community-based interventions to optimize early childhood development in low resource settings. Journal of Perinatology, 29(8), 531-542.
• McNaughton, J., & Niedzwiecki, C. K. (2000). Gender differences in parent child communication patterns. Journal of Undergraduate Research, 3, 25-32.
• Önder, A., Balaban-Dağal, A., & Şallı, D. (2016). Investigation of 60-72 months children communication skills by age, gender, parent’s education level and parenting styles variables. International Journal on New Trends in Education and Their Implications, 7(4), 84-93.
• Önder, A., Dağal, A. B., & Bayındır, D. (2018). Okul öncesi dönem çocukların mizaç özellikleri ve annelerinin ebeveynlik stillerinin çocukların ego sağlamlık düzeyleri üzerindeki yordayıcı etkisi. Eğitim ve Bilim, 43(193), 79-90.
• Paterson, G. & Sanson, A. (1999). The association of behavioural adjustment to temperament, parenting and family characteristics among 5 year-old children. Social Development, 8, 293–309.
• Paulussen-Hoogeboom, M. C., Stams, G. J. J. M., Hermanns, J. M. A., & Peetsma, T. T. D. (2007). Child negative emotionality and parenting from infancy to preschool: A meta-analytic review. Developmental Psychology, 43, 438–453.
• Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early childhood research quarterly, 12(3), 263-280.
• Prinzie, P., Stams, G. J. J., Deković, M., Reijntjes, A. H., & Belsky, J. (2009). The relations between parents’ Big Five personality factors and parenting: A meta-analytic review. Journal of personality and social psychology, 97(2), 351.
• Putnam, S. P., Sanson, A. V., & Rothbart, M. K. (2002). Child temperament and parenting. Handbook of Parenting (Ed.Marc H. Bornstein), 1., 255–277.
• Rao, W. (2019). Analysis of Factors Affecting Children's Personality Shaping from the Perspective of Developmental Psychology. 2019 International Conference on Reform, Technology, Psychology in Education (ICRTPE 2019)
• Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional and personality development (5th ed., Vol. 3, pp. 105–176). New York: Wiley.
• Sanson, A., & Rothbart, M. K. (1995). Child temperament and parenting. Handbook of parenting, 4, 299-321.
• Sanson, A., Hemphill, S. A., & Smart, D. (2004). Connections between temperament and social development: A review. Social Development, 13(1), 142-170.
• Shabas, S. (2016). Relationships between parents and preschool-age children attending kindergartens. Procedia-Social and Behavioral Sciences, 233, 269-273.
• Smith, C., & Gibbard, D. (2011). Baby talk home visits: Development and initial evaluations of a primary prevention service. Child Language Teaching and Therapy, 27(1), 68-83.
• Sulloway, F. J. (1996). Born to rebel: Birth order, family dynamics, and creative lives. New York, NY: Pantheon Books.
• Szewczyk-Sokolowski, M., Bost, K. K., & Wainwright, A. B. (2005). Attachment, temperament, and preschool children’s peer acceptance. Social Development, 14, 379–397.
• Tenuta, F., Marcone, R., Bartolo, M. G., Persampieri, M., & Costabile, A. (2017). I Look, You Smile: The First Mother–Child Communicative Interaction: A Longitudinal Study. SAGE Open, 7(2), 1-11.
• Timmers, M., Fischer, A. H., & Manstead, A. S. (1998). Gender differences in motives for regulating emotions. Personality and Social Psychology Bulletin, 24(9), 974-985.
• van den Boom, D. C. (1995). Do first‐year intervention effects endure? Follow‐up during toddlerhood of a sample of Dutch irritable infants. Child development, 66(6), 1798-1816.
• Yalçın, H. (2013). Anne-çocuk iletişimi eğitiminin etkileri. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 2013(28), 179-194.
• Zolten K. & Long N. (2006). Parent/child communication. Department of Pediatrics, University of Arkansas for Medical Sciences Artwork by Scott Snider. http://www.parenting-ed.org/handouts/communication-parent%20to%20child.pdf/ (Erişim tarihi: 02.02.2017).