5 Yaş Çocuklarının Sosyal Duygusal Uyumları İle Ebeveynlerinin Tutumları Arasındaki İlişki

Yıl 2017, Cilt: 1 Sayı: 2, 1 - 14, 31.12.2017

DERYA Şahin , Şakire Ocak Karabay , Tülin Demir

Öz

Okulöncesi dönemde çocuklar zaman zaman çeşitli
nedenlerden dolayı sosyal duygusal uyum problemleri yaşayabilmektedir.  Sosyal duygusal gelişim sürecinde ebeveynlerin
çocuk yetiştirme tutumlarının, çocukla kurulan etkileşim sürecinde kritik bir
rol oynadığı bilinmektedir. Ebeveynler ile kurulan bu ilişki biçimi çocuğun daha
sonraki ilişkilerinde kullanacağı yeni iletişim örüntülerini oluşturmaktadır. Bu
araştırmada, 5 yaş çocuklarının okuldaki sosyal duygusal uyumları ile
ebeveynlerin çocuk yetiştirme tutumları arasındaki ilişkilerin
değerlendirilmesi amaçlanmıştır. İlişkisel tarama modelinde gerçekleştirilen bu
araştırmada katılımcı grubunu okul öncesi eğitim kurumuna devam eden 5 yaş
grubu 50 çocuğun 50 ebeveyni ve 4 öğretmeni oluşturmuştur.  Araştırmada, 
5 yaş çocuklarının ebeveynlerine, çocuk yetiştirme tutumlarını değerlendirmek
için Ebeveyn Tutum Ölçeği (ETÖ) uygulanmış, ayrıca çocukların sınıf ortamındaki
sosyal duygusal uyumlarını değerlendirmeleri için öğretmenlerinden Marmara Sosyal Duygusal Uyum Ölçeği’ ni (MASDU) doldurmaları
istenmiştir. Elde edilen bulgular incelendiğinde, demokratik ebeveyn tutumu ile
yetiştirilen çocukların okul ortamındaki sosyal
duygusal uyumları yüksek bulunurken; otoriter, aşırı koruyucu ve izin verici
ebeveyn tutumuyla yetişen çocukların okul ortamındaki sosyal duygusal uyumlarının düşük olduğu
görülmüştür.

Anahtar Kelimeler

Sosyal duygusal uyum, ebeveyn tutumu

Kaynakça

• Ainsworth, H. D. S. (1969). Object relations dependency and attachment: A theoretical review of the mother-infant reldtionship. Child development. 40, 969-1025.
• Ainsworth, M. D. S., & Bell, S. M. (1969). Some contemporary patterns of mother-infant interaction in the feeding situation. In A. Ambrose (Ed.), Stimulation in early infancy (pp. 133-170). San Diego, CA: Academic Press.
• Alend, R., Grove, F. L. , & Scoufe, L. D. (l979). Continulty of lndividual adaptation from infancy to Kindergarten: A predictive study of ego-resil1ency and curiosity in prcschoolers. Child Development, 50(40), 950-959.
• Allen, J., & Marshall, C. R. (2011). Parent–Child Interaction Therapy (PCIT) in school-aged children with specific language impairment. International Journal of Language & Communication Disorders, 46, 397–410.
• Anlıak, Ş. (2004). Farklı Eğitim Yaklaşımları Uygulayan Okul Öncesi EğitimKurumlarında Kişiler Arası Bilişsel Problem Çözme Becerisi Programının Etkisinin İncelenmesi. Yayınlanmamış doktora tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
• Anderson, K. A., & King, H. E. (1974). Time-out reconsidered. Journal of Instructional Psychology, 1(2), 11–17.
• Aunola, K., & Nurmi, J. E. (2005). The role of parenting styles in children’s problem behavior. Child Development, 76 (6), 1144-1159.
• Barber, B.K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67, 3296–3319.
• Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37 (4), 887-908.
• Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4 (1), 1-103.
• Baumrind, D. (1995). Child maltreatment and optimal caregiving in social contexts. New York: Garland Publishing Inc.
• Baumrind, D. (1997). The Discipline Encounter: Contemporary Issues. Aggression and Violent Behavior, 2, 321-335.
• Baumrind, D., & Black, A. E. (1967). Socialization practices associated with dimensions of competence in preschool boys and girls. Child Development, 38, 291-327.
• Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96.
• Bempechat, J. (1992). The role of parent involvement in children's academic achievement. School-Community Journal, 2 (2), 31-41.
• Benzies, K., Keown, L. A., & Magill-Evans, J. (2009). Immediate and sustained effects of parenting on physical aggression in Canadian children aged 6 years and younger. The Canadian Journal of Psychiatry, 54, 55-64.
• Beyazkürk, D. (2005). “Biriktirilmiş Olumlu Deneyimler (Banking Time) Müdahale Programının Okulöncesi Öğrenci-Öğretmen İlişkileri Üzerindeki Etkisi”. Yayınlanmamış doktora tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü.
• Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children early school adjustment. Journal of School Psychology, 35, 61–79.
• Booth, C.L., Rose-Krasnor, L., McKinnon, J., & Rubin, K.H. (1994). Predicting social adjustment in middle childhood: The role of preschool attachment security and maternal style. Social Development, 3, 189–204.
• Bronfenbrenner, U. (1979). The ecology of human development. Cambridge MA: Harvard University Press.
• Bronfenbrenner, U. (1990). Discovering what families do. In Rebuilding the Nest: A New Commitm ent to the American Family. Family Service America [web site]. http://www.montana.edu/www4h/process.html (Erişim tarihi.17.08.2014).
• Bronfenbrenner, U., & Evans, G.W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9 (1), 115 – 125.
• Bowlby, J. (1969). Attachment and loss, vol. 1: Attachment. New York, NY: Basic Books.
• Bowlby, J. (1988). A secure base: Parent–child attachment and healthy human development. New York: Basic Books.
• Bowlby, J. & Ainsworth, M. (1992). The Origins Of Attachment Theory. In I. Bretherton (Eds.), Developmental Psychology , 28, 759-775.
• Campos, J., Campos, R., & Barrett, K. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, 25, 394–402.
• Cohen, M. (1990). Parental attitudes toward child-rearıng: Toward the development of a new measure. Department of Educational Psychology McGill University. Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Masters of Arts. Canada.
• Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487-496.
• Demirkaya, S. K. & Abalı, O. (2012). Annelerin çocuk yetiştirme tutumlarının okul öncesi dönem davranış sorunları ile ilişkisi. Anadolu Psikiyatri Dergisi, 13:67-74.
• Degnan, K.A., & Fox, N.A. (2007). Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process. Developmental Psychopathology, 19, 729–746.
• Derman, M. T. & Başal, H. A. (2013). Okulöncesi çocuklarında gözlenen davranış problemleri ile ailelerinin anne-baba tutumları arasındaki ilişki. Amasya Üniversitesi. Eğitim Fakültesi Dergisi 2(1), 115-144. Douglas, J. (1989). Behaviour Problems in Young Children. London: Tavistock/Routledge.
• Dreikurs, R. & Gray, L. A. (1970 ). Parents' guide to child discipline. New York. Hawthorne Books.
• Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76, 1055–1071.
• Eminoğlu, B. (2007). Dört Beş Yaş Çocuklarının Sosyal Davranışları İle Ebeveyn Davranışları Arasındaki İlişkinin İncelenmesi. Yüksek Lisans Tezi. Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü. Essa, E. L. (2003). Introduction to Early Childhood Education. 4th ed, Canada, KY: Delmar.
• Everett, G. E., Olmi, D. J., Edwards, R. P., Tingstrom, D. H., Sterling- Turner, H. E., & Christ, T. J. (2007). An empirical investigation of time-out with and without escape extinction to treat escapemaintained noncompliance. Behavior Modification, 31(4), 412–434.
• Eyberg, S. (1988). Parent-child interaction therapy: Integration of traditional and behavioral concerns. Child and Family Behavior Therapy, 10, 33–46.
• Ford, D.H., & Lerner, R.M. (1992). Developmental Systems Theory: An Integrative Approach. Thousand Oaks, CA, US: Sage Publications.
• Ford, A. D., Olmi, D. J., Edwards, R. P., & Tingstrom, D. H. (2001). The sequential introduction of compliance training components with elementary-aged children in general education. School Psychology Quarterly, 16(2), 142–157.
• Georgiou, S. N. (2008). Bullying and Victimization at School: The Role of Mothers. British Journal of Educational Psychology, 78, 109–125.
• Ginsburg, G. S., Grover, R. L., & Ialongo, N. (2004). Parenting behaviors among anxious and non-anxious mothers: Relation with concurrent and long-term child outcomes. Child and Family Behavior Therapy, 26, 23–41. Goldberg, S. (2000). Attachment and development. London: Arnold Publishers. Gray, M. R., 8c Steinberg, L. (1999). Unpacking authoritative parenting: Reassessing a multidimensional construct. Journal of Marriage and the Family, 61, 574-587. Greenspan, S. I. & Salmon, J. (1992). The Challenging Child. Understanding, Raising, and Enjoying the Five Difficult Types of Children. Cambridge, MA: Perseus Publishing. Grosshans, B. A. & Burton, J. H. (2008). Beyond Time-Out. From Chaos to Calm. New York, NY: Sterling Pub. Co. Gülay, H. & Önder, A. (2011). Annelerin tutumlarına göre 5-6 yaş çocuklarının sosyal-duygusal uyum düzeyleri. Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi,1,1. Gülterler, D. (2007). Anne Babaların Uyguladıkları Disiplin Yöntemlerinin Çocukların Disiplin, İçselleştirme, Sosyal Yeterlik Ve Bilişsel Olgunlaşma Sorunları İle İlişkisi. Yayınlanmamış Yüksek Lisans Tezi. Ankara: Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü. Güven,Y. ve Işık,B. (2006). Beş yaş çocukları için Marmara Sosyal Duygusal Uyum Ölçeği’ nin (MASDU-5 yaş ) güvenirlik ve geçerlik çalışması. M.Ü. Eğitim Bilimleri Dergisi, 23, 125-142.
• Harrist, A.W., Zaia, A., Bates, J.E., Dodge, K.A.,& Pettit, G.S. (1997). Subtypes of social withdrawal in early and middle childhood: Behavioral and social-cognitive profiles across four years. Child Development, 68, 332–348.
• Hart, C.H., Newell, L.D., & Olsen, S.F. (2003). Parenting skills and social-communicative competence in childhood. In J.O. Greene & B.R. Burleson (Eds.), Handbook of Communication and Social Interaction Skills (pp. 753–797). Mahwah, NJ: Lawrence Erlbaum Associates.
• Hobbs, S. A., & Forehand, R. (1977). Important parameters in the use of timeout with children: A re-examination. Journal of Behavior Therapy and Experimental Psychiatry, 8, 365–370.
• Holden, W. G. (1997). Parents and the dynamics of child rearing. United States: Westview Pres.
• Howes, C., & Smith, E. W. (1995). Children and their care caregivers: Profiles of relationships. Social Development, 4, 44–61.
• Huntsinger, C. S., & Rose, P. S. (2009). Relations among parental acceptance and control and children’s social adjustment in Chinese American and European American families. Journal of Family Pyschology, 23, 321-330.
• Joshi, P. T., Capozzoli, J. A., & Coyle, J. T. (1988). Use of a quiet room on an inpatient unit. Journal of the American Academy of Child & Adolescent Psychiatry, 27(5), 642–644.
• Kağıtçıbası, Ç(1998). Kültürel Psikoloji: Kültür Bağlamında insan ve Aile. İstanbul: Altan Matbaacılık Ltd. Şti.
• Karasar, N. (1995). Bilimsel Araştırma Yöntemi. Ankara: Sim Matbaacılık.
• Kimonis, E. R., Frick, P. J., Boris, N. W., Smyke, A. T., Cornell, A. H., Farrell, J. M., et al. (2006). Callousunemotional features,behavioral inhibition, and parenting: independent predictors of aggression in a high-risk preschool sample. Journal of Child and Family Studies, 15(6), 745–756.
• Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232.
• Kuczynski, L. & Daly, K. (2003). Handbook Of Dynamics İn Parent-Child Relations. “Qualitative Methods For Inductive (Theory-Generating) Research: Psychological and Sociological Approaches”. SAGE Publications, Inc.
• Lamborn, S.D., Mounts, N.S., Steinberg, L. & Dornbusch, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62: 1049-1065.
• Landy, S. (2009). Pathways to competence: Encouraging healthy social and emotional development in young children (2nd ed.). Baltimore, MD: Brookes.
• Lee, C.M., Beauregard, C. & Bax, K.A (2005). “Child-Related Disagreements, Verbal Aggression, And Children’s Internalizing And Externalizing Behavior Problems.” Journal Of Family Psychology , 19(2):237–245.
• Levy, D., (1966). Maternal Overprotection. New York: W. W. Norton and Company Inc.
• Lucas, R. L. (2000). The effects of time-out and DRA on the aggressive behavior of a spirited two-year-old. Child & Family Behavior Therapy, 22(2), 51–56.
• Maccoby, E. & Martin, J. A. (1983). Socialization in the context of family: Parent-child interaction. E. M. Hetherington ve P. H. Mussen, (Ed.), Handbook of child psychology: Socialization, personality and social development (4. baskı) icinde (1-101). New York: Wiley.
• Maccoby, E. (2000). Parenting and its effects on children: On reading and misreading behavior genetics. Annual Review of Psychology, 51,1-27.
• Maccoby, E. (2002). Parenting effects: Issues and controverties. J. G. Borkowski, L. S. Ramey ve M. Bristol-Power, (Ed.), Parenting and the child’s world: Infl uences on academic, intellectual and social-emotional development içinde (35-46). New Jersey: Lawrence Erlbaum Associates, Inc.
• Martin, B. (1975). Parent-child relationship. In. P. Martin. Research of Child Development, 4, 463-539. Chicago. The University of Chicago Press.
• Meadows, S. (2010). The Child As Social Person. USA and Canada: Routledge.
• Middleton, M., Scott, S. L., & Renk, K. (2009). Parental depression, parenting behaviors, and behavior problems in young children. Infant and Child Development, 18, 323–336.
• Morawska, A. & Sanders, M. (2011). Parental Use of Time Out Revisited: A Useful or Harmful Parenting Strategy?. Journal of Child and Family Studies, 20, 1–8.
• Morris, A. S., Silk, J. S., Steinberg, L., Sessa, F. M., Avenevoli, S. ve Essex, M. J. (2002). Temperamental Vulnerability and Negative Parenting as İnteracting Predictors of Child Adjustment. Journal of Marriage and Family, 64, 461–471.
• Nezhad, M. Z., Kiuru,N., Aunola, K., Nezhad,. M. Z. Ahonen, T., Poikkeus, A. M., Lerkkanen, M. K., & Nurmi, J. K. (2014). Social withdrawal in children moderates the association between parenting styles and the children’s own socioemotional development. Journal of Child Psychology and Psychiatry 55:11, 1260–1269
• O’Connell, M. E., Boat, T., & Warner, K. E. (Eds.). (2009). Preventing mental, emotional, and behavioral disorders among young people: progress and possibilities. Washington, DC: National Academic Press.
• Olmi, D. J., Sevier, R. C., & Nastasi, D. F. (1997). Time-in/time-out as a response to noncompliance and inappropriate behavior with children with developmental disabilities: Two case studies. Psychology in the Schools, 34, 31–39.
• Özben, Ş. & Argun, Y. (2002). Okul Öncesi Çocukların Anne-Babalarının Çocuk Yetiştirme Tutumları İle İlgili Değişkenlerin İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 14, 18-28. Özyürek, A. & Tezel Şahin, F. (2005). 5-6 yaş grubunda çocuğu olan ebeveynlerin tutumlarının incelenmesi. Gazi Eğitim Fakültesi Dergisi, 23, 19-34. Rothbart, M.K., & Bates, J.E. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 99– 166). New York: Wiley.
• Peltzman, B. R. (1998). Pioneers Of Early Childhood Education. London: A Bio-bibliographical Guide Greenwood Press. Patterson, G. R., Reid, J. B. & Dishion, T. J. (1992). Antisocial boys. Eugene, OR:Castalia. 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. & Wittenboer, G. L. H. V. (2008). Parenting Style as a Mediator Between Children’s Negative Emotionality and Problematic Behavior in Early Childhood. The Journal of Genetic Psychology, 169(3), 209–226.
• Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington. DC: American Psychological Association.
• Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon & R. M. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th edn, pp. 99–166). New York: Wiley.
• Rubin, K. H., Burgess, K. B., Dwyer, K. M. & Hastings, P. D. (2003). Predicting Preschoolers’ Externalizing Behaviors from Toddler Temperament, Conflict, And Maternal Negativity. Developmental Psychology, 39, 164–176.
• Russel, A., Aloa, V., Feder, T., Glover, A., Miller, H., & Palmer, G. (1998). Sex-based differences in parenting styles in a sample with preschool children. Australian Journal of Psychology, 50, 89-99.
• Sanders, M. R. (1999). Triple P-positive parenting program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child & Family Psychology Review, 2(2), 71–90.
• Sanders, M. R. (2008). The Triple P-positive parenting program as a public health approach to strengthening parenting. Journal of Family Psychology, 22(4), 506–517.
• Shure, M. B. (2001). I Can Problem Solve (An interpersonal cognitive problem-solving program) (ICPS) (2nd ed.). Illinois: Research Press.
• Smetana, J. G. (1995). Parenting styles and conceptions of parental authority during adolescence. Child Development, 66, 299-315.
• Solnick, J. V., Rincover, A., & Peterson, C. R. (1977). Some determinants of the reinforcing and punishing effects of timeout. Journal of Applied Behavior Analysis, 10(3), 415–424. Sümer N. & Güngör D. (1999). Çocuk yetiştirme stillerinin bağlanma stilleri, benlik değerlendirmeleri ve yakın ilişkiler üzerindeki etkisi. Türk Psikoloji Dergisi, 14(44): 35-63. Stevenson-Hinde, J. (1990). Attachment within family systems: An overview. Infant Mental Health Journal, 11(3), 218 – 227. Şendil, G. & Demir, E. K. (2008). Ebeveyn Tutum Ölçeği (ETÖ). Türk Psikoloji Yazıları, 11 (21), 15-25. Tomlinson, H.B., & Hyson, M. (2009). Developmentally appropriate practice in the preschool years – ages 3–5. In C. Copple & S. Bredekamp (Eds.), Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed., pp. 111–148). Washington, DC: National Association for the Education of Young Children.
• UNDOC. (2009). Guide to implementing family skills training programmes for drug abuse prevention. Vienna: UN.
• Webster-Stratton, C. (1998). Preventing conduct problems in head start children: Strengthening parenting competencies. Journal of Consulting and Clinical Psychology, 66, 715–730.
• Weisz, J.R., & Eastman, K.L. (1995). Cross-national research on child and adolescent psychopathology. In F.C. Verhulst & H.M. Koot (Eds.), The epidemiology of child and adolescent psychopathology (pp. 42-65). Oxford, England: Oxford University Press.
• Williams, L.R., Degnan, K.A., Perez-Edgar, K.E., Henderson, H.A., Rubin, K.H., Pine, D.S., & Fox, N.A. (2009). Impact of behavioral inhibition and parenting style on internalizing and externalizing problems from early childhood through adolescence. Abnormal Child Psychology, 37, 1063–1075.
• Williams, L. R. & Fromberg, D.P. (1992). Encyclopedia of Early Childhood Education. New York & London: Garland Publishing, Inc. Willoughby, R. H. (1969). The effects of time-out from positiv reinforcement on the operant behavior of preschool children. Journal of Experimental Child Psychology, 7, 299–313.
• Willoughby, R. H. (1970). The influence of different respons consequences on children’s preference for time-out. Journal of Experimental Child Psychology, 9(2), 133–141. Yılmaz, A. (1999). Çocuk yetiştirme tutumları: Kuramsal yaklaşımlar ve görgül çalışmalar. Türk Psikoloji Yazıları, 1(3), 99-118. Yurdeşen, S., Erol, N., & Gençöz, T. (2013). The effects of parental attitudes and mothers’ psychological well-being on the emotional and behavioral problems of their preschool children. Matern Child Health, 17, 68–75.