Çocukların Akran İlişkileri Öğretmen Değerlendirme Ölçeğinin Geçerlilik ve Güvenilirlik Çalışması

Yıl 2021, Cilt: 10 Sayı: 3, 1066 - 1084, 26.09.2021

Nevra Atış Akyol Neslihan Güney Karaman

https://doi.org/10.30703/cije.811946

Cited By: 1

Öz

Sosyal bir varlık olarak dünyaya gelen ve yaşı ile birlikte sosyal çevresini genişletmeye devam eden çocuklar için sosyalleşme sürecinde akranları ile kurdukları ilişkiler son derece önemlidir. Erken çocukluk döneminde akran ilişkilerinin en yoğun yaşandığı ortam olan okul öncesi eğitim kurumlarında kurulan akran ilişkilerinin yapısını anlamak çocukların gelişimlerini desteklemek için kritik bir dönemdir. Bu nedenle bu çalışmanın amacı, okul öncesi dönem 4-6 yaş çocuklarının akran ilişkilerini belirlemek amacıyla “Çocuk Akran İlişkileri Öğretmen Değerlendirme Ölçeği” nin Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmasını yapmaktır. Çalışmanın örneklemini, 2018-2019 eğitim öğretim yılı bahar döneminde Ankara iline bağlı anasınıflarından tabakalı örnekleme yöntemi ile belirlenen 300 çocuk oluşturmaktadır. Ölçek Akran İlişkileri, Saldırganlık, Çocukların Sosyal Becerilerine İlişkin Öğretmen Değerlendirmesi olmak üzere 3 alt boyuttan, 18 maddeden oluşan 5’li likert tipinde bir ölçme aracıdır. Ölçeğin yapı geçerliliğinin sağlanması için Doğrulayıcı Faktör Analizi (DFA) yapılmış ve DFA sonucunda ölçeğin orijinal faktör yapısının korunduğu gözlemlenmiştir. Ölçeğin güvenirliği ise iç tutarlılık katsayısı ile kontrol edilmiştir. Cronbach Alpha katsayıları; Akran İlişkileri alt boyutu için .85; Saldırganlık alt boyutu için .88; Çocukların Sosyal Becerilerine İlişkin Öğretmen Değerlendirmesi alt boyutu için .94; olarak hesaplanmıştır. Elde edilen bu sonuçlara göre Çocuk Akran İlişkileri Öğretmen Değerlendirme Ölçeği geçerli ve güvenilir olarak Türkçeye uyarlanmıştır.

Anahtar Kelimeler

okul öncesi dönem, erken çocukluk dönemi, akran ilişkileri, saldırganlık, sosyal beceriler

Destekleyen Kurum

TUBİTAK 2214

Validity and Reliability Study of Teacher’s Checklist of Children’s Peer Relationships

Öz

For children who are born as a social entity and continue to expand their social environment with their age, the relationships with peers are extremely important for socialization. Understanding the structure of peer relationships established in preschools, where peer relationships are most common in early childhood, is a critical period to support children's development. Therefore, the purpose of this study is to adapt the " Teacher’s Checklist of Children’s Peer Relationships" to Turkish in order to understand the peer relationships of 4-6 years old preschool children, and conducta validity and reliability study. The sample of the study consists of 300 children selected by stratified sampling from kindergartens in Ankara in the spring semester of the 2018-2019 academic year. The scale is a 5-point Likert-type measurement tool consisting of 18 items and 3 sub-dimensions: Peer Relations, Aggression, and Teacher’s Assessments of Children’s Social Skills. Confirmatory Factor Analysis (CFA) was performed to ensure the construct validity of the scale and it was revealed that the original factor structure of the scale was confirmed as a result of CFA. The reliability of the scale was checked with the internal consistency coefficient. Cronbach's Alpha coefficients .85 for Peer Relations sub-dimension; .88 for Aggression sub-dimension; .94 for Teacher’s Assessments of Children’s Social Skills sub-dimension; calculated as. According to these results, the Teacher’s Checklist of Children’s Peer Relationships scale was adapted into Turkish as valid and reliable.

Anahtar Kelimeler

Preschool, early childhood, peer relations, aggression, social skills

Kaynakça

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