OKUL ÖNCESİ ÖĞRETMEN ADAYLARININ DUYGUSAL YETERLİLİKLERİ ONLARIN DUYGU SOSYALLEŞTİRME STRATEJİLERİNİ NE KADAR AÇIKLAYABİLMEKTEDİR?

Öz

Sosyal duygusal gelişimin sağlıklı bir şekilde sürdürülebilmesi için duygusal yeterlilik ve olumlu duygu sosyalleşmesine ihtiyaç vardır. Bu doğrultuda araştırmada, okul öncesi öğretmen adaylarının duygusal yeterliliklerinin onların duygu sosyalleştirme stratejilerini ne kadar açıklayabildiği incelenmiştir. Araştırma, yordayıcı korelasyon modeli kullanılarak gerçekleştirilmiştir. Araştırmanın örneklemini farklı illerden toplam altı devlet üniversitesinde öğrenim gören, iki dönem ‘öğretmenlik uygulaması’ dersini almış 346 (yaş 20-37, ort=23,55) okul öncesi eğitimi 4. sınıf öğrencisi oluşturmuştur. Veriler, çoklu regresyon analizlerinden hiyerarşik regresyon analizi kullanılarak analiz edilmiştir. Analiz sonuçları incelendiğinde, duygularının farkında olup sağlıklı duygu düzenlemeler yapan öğretmen adaylarının çocukların duygularını kabul edip olumsuz duygularıyla başetmelerini sağlayıcı tepkiler vererek olumlu duygu sosyalleştirme yaptıkları görülmüştür. Bunun aksine duygularını tanımada ve ifade etmede zorluk yaşayıp sağlıklı duygu düzenlemeler yapamayan öğretmen adaylarının çocukların duygularına ihmal edici ya da cezalandırıcı tepkiler vererek olumsuz duygu sosyalleştirme yaptıkları ortaya konmuştur. Çalışma sonucunda, okul öncesi öğretmen adaylarının duygusal yeterliliklerinin onların duygu sosyalleştirme stratejilerini önemli derecede açıklayabildiği saptanmıştır. Duygusal farkındalığı yüksek ve duygu düzenlemesi olumlu olan öğretmen adaylarının daha olumlu duygu sosyalleştirme yaptıkları sonucuna ulaşılmıştır.

Anahtar Kelimeler

• okul öncesi öğretmen adayları
• duygusal yeterlilik
• duygusal farkındalık
• duygu düzenleme
• duygu sosyalleştirme

HOW MUCH CAN PRESCHOOL TEACHER CANDIDATES’ EMOTIONAL COMPETENCES EXPLAIN THEIR EMOTION SOCIALIZATION STRATEGIES?

Öz

Emotional competence and positive emotional socialization are needed for healthy social emotional development. Accordingly, this study examined to what extent preschool teacher candidates’ emotional competencies can explain their emotion socialization strategies. The study was conducted using the predictive correlation model. The sample of the study consisted of 346 (age 20-37, mean=23.55) 4th grade preschool education students (age 20-37, mean=23.55) who took the 'teaching practice' course for two semesters at a total of six state universities in different provinces. The data were analyzed using hierarchical regression analysis from multiple regression analysis. When the results of the analysis were examined, it was seen that the teacher candidates who were aware of their emotions and made healthy emotional regulations did positive emotion socialization by accepting children's emotions and giving them responses that enabled them to cope with their negative emotions. On the contrary, it was revealed that teacher candidates who had difficulty in recognizing and expressing their own emotions and could not make healthy emotional regulation did negative emotional socialization by giving neglectful or punitive responses to children's emotions. As a result of the study, it was found that preschool teacher candidates’ emotional competencies can significantly explain their emotion socialization strategies. It was concluded that teacher candidates with high emotional awareness and positive emotional regulation performed more positive emotion socialization.

Anahtar Kelimeler

• preschool teacher candidates
• emotional competence
• emotional awareness
• emotion regulation
• emotion socialization

Kaynakça

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