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ÖĞRETMEN-ÇOCUK İLİŞKİLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Yıl 2011, Sayı: 30, 103 - 120, 01.12.2011

A.Oğuzhan Kıldan

Öz

Bu araştırmada öğretmen-çocuk ilişkileri çeşitli değişkenler açısından incelenmiştir. Araştırmaya Kastamonu il merkezindeki 23 İlköğretim Okulu ve üç Anaokulunda görev yapan farklı branşlardaki (Okul Öncesi, Sınıf, Türkçe, Sosyal, Sanat, Matematik ve Fen bilgisi) 276 öğretmen ve bu okullardaki 1104 çocuk (552 kız, 552 erkek) katılmıştır. Araştırmada “Öğretmen-Çocuk İlişkileri Ölçeği” ve “Kişisel Bilgi Formu” kullanılırken, analizlerde çoklu regresyon forward yöntemi uygulanmıştır. Araştırma sonuçlarına göre, sadece öğretmenlerin bazı mesleki özellikleri dikkate alındığında, öğretmen-çocuk ilişkilerini iki farklı değişkenin (deneyim yılı-branş) etkilediği, sadece çocukların bazı özellikleri dikkate alındığında, öğretmen-çocuk ilişkilerini üç farklı değişkenin (sınıf, cinsiyet, okul öncesi eğitim görme) etkilediği görülmüştür. Öğretmenlerin ve çocukların özellikleri birlikte ele alındığında ise öğretmen-çocuk ilişkilerini dört farklı değişkenin (öğretmenlerin deneyim yılı, öğretmenlerin branşı, çocukların okul öncesi eğitim görmeleri ve çocukların cinsiyeti) etkilediği bulunmuştur. Sonuç olarak çocukların ve öğretmenlerin çeşitli özelliklerinin öğretmen-çocuk ilişkilerini etkilediği ortaya çıkmıştır.

Anahtar Kelimeler

Öğretmen-Çocuk İlişkileri Öğretmen Özellikleri Okul Öncesi Eğitim

Kaynakça

  • Anthony, L., Gutermuth, A., Bruno J., Glanville, D. N., Naiman, W., Daniel, C. and Shaffer, S. (2005). The Relationships Between Parenting Stress, Parenting Behaviour and Preschoolers’ Social Competence and Behaviour Problems in the Classroom. Infant and Child Development, 14, 133–154
  • Blankemeyer, M., Flannery, D. J. and Vazsonyi, A. T. (2002). The Role Of Aggression And Social Competence In Children’s Perceptıons Of The Child–Teacher Relationship. Psychology In The Schools, 39, (3), 293–304
  • Birch, S.H and Ladd, G.W. (1998). Children's Interpersonal Behaviors and the Teacher-Child Relationship. Developmental Psychology, 34, 934–946
  • Burchinal, M., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415–436.
  • Buyse, E., Verschueren, K., Verachtert, P. Van Damme, Jan. (2009). Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate. The Elementary School Journal. Volume 110, Number 2
  • Cottone, E.A., Mashburn, A. ve Rimm-Kaufman, S. E. (2008). Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children’s Language Skills, Temperamentally Based Attributes, and Gender. Early Education And Development, 19(4), 600–621
  • Colwell, M. J. and Lindsey, E. W. (2003). Teacher-Child İnteractions and Preschool Children’s Perceptions Of Self and Pers. Early Child Development and Care, 173, 249–258.
  • Fredriksen, K. and Rhodes, J. (2004). The Role Of Teacher Relationships In The Lives Of Students. New Directions For Youth Development, 103, 45–54
  • Hamre, B. K. and Pianta, R. C. (2001). Early Teacher-Child Relationships And Trajectory Of Children’s School Outcomes Through Eighth Grade. Child Development, 72, 625– 638.
  • Henricsson, L. and Rydell, A. M. (2006). Children with Behaviour Problems: The Influence of Social Competence and Social Relations on Problem Stability, School Achievement and Peer Acceptance Across the First Six Years of School. Infant and Child Development, 15, 347–366.
  • Howes, C. and Hamilton, C. E. (1992). Children's Relationships with Ghild Care Teachers: Stability and Concordance with Parental Attachments. Child Development, 63, 867– 878.
  • Hughes, J. N., Cavell, T. A. and Jackson, T. (1999). İnfluence Of The Teacher-Student Relationship On Childhood Conduct Problems: A Prospective Study. Journal Of Clinical Child Psychology, 28, (2), 173–184.
  • Jerome, E. M., Hamre, B. K. and Pianta, R. C. (2009). Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-perceived Conflict and Closeness.. Social Development, 18, 4,
  • Karasar, N. (2004). Bilimsel Araştırma Yöntemi. Ankara:Nobel Yayıncılık.
  • Kıldan, A.O. (2008). Yapılandırmacı Yaklaşıma Göre Okul Öncesi Öğretmenlerine Verilen Hizmet İçi Eğitimin Öğretmen-Çocuk ve Öğretmen Ebeveyn İlişkilerine Etkisi. Yayımlanmamış Doktora Tezi, Ankara: Gazi üniversitesi Eğitim Bilimleri Enstitüsü.
  • Koepke, M. and Harkins, D. A. (2008). Conflict in the Classroom: Gender Differences in the Teacher–Child Relationship. Early Educatıon And Development, 19(6), 843–864
  • Koles, B., Connor, E. and Mccartney, K.. (2009). Teacher–Child Relationships In Prekindergarten: The Influences Of Child And Teacher Characteristics. Journal Of Early Childhood Teacher Education, 30:3–21,
  • Koomen, H. M. Y. and Van der Leij, A. (2008). Teacher-Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective. School Psychology Review, Volume 37, No. 2, 244-260
  • Meehan, B. T., Hughes, J. N. and Cavell, T. A. (2003). Teacher–Student Relationships as Compensatory Resources for Aggressive Children. Child Development, 74, (4), 1145– 1157
  • Myers, S. S. (2009). Examining Associations Between Effortful Control and Teacher–Child Relationships in Relation to Head Start Children’s Socioemotional Adjustment. Early Educatıon And Development, 20(5), 756–774
  • Önder Külahoğlu, Ş. (2000). Öğrenci Davranışlarını Etkileyen Psikolojik ve Sosyal Faktörler. (Editör: L. Küçükahmet). Sınıf Yönetiminde Yeni Yaklaşımlar. Ankara: Nobel yayıncılık
  • Pianta, R. C. and Stuhlman, M. W. (2004). Teacher-Child Relationships and Children’s Success in the First Years Of School. School Psychology Review, 33, (3), 444–458.
  • Rimm-Kaufman, S., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H. (2002). Early behavioral attributes and teacher’s sensitivity as predictors of competent behavior in the kindergarten classroom. Applied Developmental Psychology, 23, 451– 470.
  • Stuhlman, M..and Pianta. R. (2002). Teachers' narratives about their relationships with children: Associations with behavior in classrooms. The School Psychology Review. Jl, 148-163
  • Rudasili, K. M., Rimm-Kaufman, S. E., Justice, L. M., and Pence, K. (2006). Temperament And Language Skills As Predictors Of Teacher-Child Relationship Quality İn Preschool. Early Educatıon And Development. 77(2), 271-291
  • Spilt, J. L. and Koomen, H.M.Y. (2009). Widening the View on Teacher–Child Relationships: Teachers’ Narratives Concerning Disruptive Versus Nondisruptive Children. School Psychology Review, Volume 38, No. 1, s.. 86–101
  • Yurtal, F., Yaşar, M. (2008). Sınıf Yönetimini Etkileyen Faktörler. (Editörler: Y. Aktaş ve F. Sadık). Okul Öncesi Eğitimde Sınıf Yönetimi. Ankara: Kök Yayıncılık.
  • Wyrick, A. J. and Kathleen, M. R. (2009). Parent Involvement as a Predictor of Teacher– Child Relationship Quality in Third Grade. Early Education and Development, 20 (5), 845–864

AN EXAMINATION OF TEACHER-CHILD RELATION ACCORDING TO VARIOUS VARIABLES

Yıl 2011, Sayı: 30, 103 - 120, 01.12.2011

A.Oğuzhan Kıldan

Öz

In this study the teacher-child relationship has been studied according to various variables. 276 teachers from different branches (Pre-School Teaching, Classroom Teaching, Turkish Teaching, Social Studies Teaching, Art Teaching, Mathematics Teaching and Science Teaching) who serve in 23 primary schools and 3 kindergartens in Kastamonu and 1104 children (552 female, 552 male) from these schools participated in the study. A “Teacher-Child Relationship Scale” and a “Personal Information Form” have been used in the study. The multiple-regression forward method has been used in the analyses. According to the results of the study, it has been seen that the two different variables (year of experience and branch) affect teacher-child relationships when only some professional properties of the teachers are taken into account and that the three different variables (grade, gender and having preschool education) affect teacher-child relationships when only some properties of the children are taken into account. Also, it has been found that four different variables (the teacher’s year of experience, the teachers’ branch, the children’s having preschool education and gender of the children) affect teacher-child relationships when the properties of teachers and children are treated together. As a result, it has been revealed that various properties of the children and teachers affect teacher-child relationships.

Anahtar Kelimeler

Teacher-Child Relationship Teacher Characteristics Pre-School Education

Kaynakça

  • Anthony, L., Gutermuth, A., Bruno J., Glanville, D. N., Naiman, W., Daniel, C. and Shaffer, S. (2005). The Relationships Between Parenting Stress, Parenting Behaviour and Preschoolers’ Social Competence and Behaviour Problems in the Classroom. Infant and Child Development, 14, 133–154
  • Blankemeyer, M., Flannery, D. J. and Vazsonyi, A. T. (2002). The Role Of Aggression And Social Competence In Children’s Perceptıons Of The Child–Teacher Relationship. Psychology In The Schools, 39, (3), 293–304
  • Birch, S.H and Ladd, G.W. (1998). Children's Interpersonal Behaviors and the Teacher-Child Relationship. Developmental Psychology, 34, 934–946
  • Burchinal, M., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415–436.
  • Buyse, E., Verschueren, K., Verachtert, P. Van Damme, Jan. (2009). Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate. The Elementary School Journal. Volume 110, Number 2
  • Cottone, E.A., Mashburn, A. ve Rimm-Kaufman, S. E. (2008). Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children’s Language Skills, Temperamentally Based Attributes, and Gender. Early Education And Development, 19(4), 600–621
  • Colwell, M. J. and Lindsey, E. W. (2003). Teacher-Child İnteractions and Preschool Children’s Perceptions Of Self and Pers. Early Child Development and Care, 173, 249–258.
  • Fredriksen, K. and Rhodes, J. (2004). The Role Of Teacher Relationships In The Lives Of Students. New Directions For Youth Development, 103, 45–54
  • Hamre, B. K. and Pianta, R. C. (2001). Early Teacher-Child Relationships And Trajectory Of Children’s School Outcomes Through Eighth Grade. Child Development, 72, 625– 638.
  • Henricsson, L. and Rydell, A. M. (2006). Children with Behaviour Problems: The Influence of Social Competence and Social Relations on Problem Stability, School Achievement and Peer Acceptance Across the First Six Years of School. Infant and Child Development, 15, 347–366.
  • Howes, C. and Hamilton, C. E. (1992). Children's Relationships with Ghild Care Teachers: Stability and Concordance with Parental Attachments. Child Development, 63, 867– 878.
  • Hughes, J. N., Cavell, T. A. and Jackson, T. (1999). İnfluence Of The Teacher-Student Relationship On Childhood Conduct Problems: A Prospective Study. Journal Of Clinical Child Psychology, 28, (2), 173–184.
  • Jerome, E. M., Hamre, B. K. and Pianta, R. C. (2009). Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-perceived Conflict and Closeness.. Social Development, 18, 4,
  • Karasar, N. (2004). Bilimsel Araştırma Yöntemi. Ankara:Nobel Yayıncılık.
  • Kıldan, A.O. (2008). Yapılandırmacı Yaklaşıma Göre Okul Öncesi Öğretmenlerine Verilen Hizmet İçi Eğitimin Öğretmen-Çocuk ve Öğretmen Ebeveyn İlişkilerine Etkisi. Yayımlanmamış Doktora Tezi, Ankara: Gazi üniversitesi Eğitim Bilimleri Enstitüsü.
  • Koepke, M. and Harkins, D. A. (2008). Conflict in the Classroom: Gender Differences in the Teacher–Child Relationship. Early Educatıon And Development, 19(6), 843–864
  • Koles, B., Connor, E. and Mccartney, K.. (2009). Teacher–Child Relationships In Prekindergarten: The Influences Of Child And Teacher Characteristics. Journal Of Early Childhood Teacher Education, 30:3–21,
  • Koomen, H. M. Y. and Van der Leij, A. (2008). Teacher-Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective. School Psychology Review, Volume 37, No. 2, 244-260
  • Meehan, B. T., Hughes, J. N. and Cavell, T. A. (2003). Teacher–Student Relationships as Compensatory Resources for Aggressive Children. Child Development, 74, (4), 1145– 1157
  • Myers, S. S. (2009). Examining Associations Between Effortful Control and Teacher–Child Relationships in Relation to Head Start Children’s Socioemotional Adjustment. Early Educatıon And Development, 20(5), 756–774
  • Önder Külahoğlu, Ş. (2000). Öğrenci Davranışlarını Etkileyen Psikolojik ve Sosyal Faktörler. (Editör: L. Küçükahmet). Sınıf Yönetiminde Yeni Yaklaşımlar. Ankara: Nobel yayıncılık
  • Pianta, R. C. and Stuhlman, M. W. (2004). Teacher-Child Relationships and Children’s Success in the First Years Of School. School Psychology Review, 33, (3), 444–458.
  • Rimm-Kaufman, S., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H. (2002). Early behavioral attributes and teacher’s sensitivity as predictors of competent behavior in the kindergarten classroom. Applied Developmental Psychology, 23, 451– 470.
  • Stuhlman, M..and Pianta. R. (2002). Teachers' narratives about their relationships with children: Associations with behavior in classrooms. The School Psychology Review. Jl, 148-163
  • Rudasili, K. M., Rimm-Kaufman, S. E., Justice, L. M., and Pence, K. (2006). Temperament And Language Skills As Predictors Of Teacher-Child Relationship Quality İn Preschool. Early Educatıon And Development. 77(2), 271-291
  • Spilt, J. L. and Koomen, H.M.Y. (2009). Widening the View on Teacher–Child Relationships: Teachers’ Narratives Concerning Disruptive Versus Nondisruptive Children. School Psychology Review, Volume 38, No. 1, s.. 86–101
  • Yurtal, F., Yaşar, M. (2008). Sınıf Yönetimini Etkileyen Faktörler. (Editörler: Y. Aktaş ve F. Sadık). Okul Öncesi Eğitimde Sınıf Yönetimi. Ankara: Kök Yayıncılık.
  • Wyrick, A. J. and Kathleen, M. R. (2009). Parent Involvement as a Predictor of Teacher– Child Relationship Quality in Third Grade. Early Education and Development, 20 (5), 845–864
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA45AV96PZ
Bölüm Makaleler
Yazarlar

A.Oğuzhan Kıldan Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2011
Yayımlandığı Sayı Yıl 2011 Sayı: 30

Kaynak Göster

APA Kıldan, A. (2011). ÖĞRETMEN-ÇOCUK İLİŞKİLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(30), 103-120.