MAKASIN İKİ UCU: ÖZEL GEREKSİNİMLİ VE TİPİK GELİŞİM GÖSTEREN OKUL ÖNCESİ ÇOCUKLARDA ÖĞRETMEN ETKİLEŞİM DAVRANIŞLARININ BİLİMSEL HARİTASI

Yıl 2025, Cilt: 9 Sayı: 15, 19 - 39, 30.06.2025

Emre Laçin

https://doi.org/10.56677/mkuefder.1707600

Öz

Bu çalışma, okul öncesi dönemde öğretmen-çocuk etkileşim davranışları alanında 1972 ile 2025 yılları arasında yayımlanmış 436 bilimsel makalenin bibliyometrik analizini sunmaktadır. Web of Science ve Scopus veri tabanlarından elde edilen veriler, R programlama dilinde yer alan Bibliometrix paketi kullanılarak analiz edilmiştir. Bulgular, alandaki tematik eğilimler, yayın dinamikleri ve öncü çalışmalara dair kapsamlı bir görünüm sunmaktadır. Sonuçlara göre, öğretmen-çocuk etkileşimleri üzerine yapılan araştırmalarda 2000’li yıllardan itibaren belirgin bir artış gözlemlenmiş; özellikle 2008-2012 yılları arasında atıf sayılarında zirveye ulaşılmıştır. Tematik analizler, çalışmaların büyük ölçüde “davranış yönetimi”, “sınıf kalitesi” ve “öğretmen-çocuk ilişkileri” gibi kavramlar etrafında yoğunlaştığını ortaya koymuştur. Ayrıca “öz düzenleme” ve “sosyal beceriler” gibi gelişimsel faktörlere de sıklıkla vurgu yapılmıştır. Alandaki en etkili yazarlar arasında yer alan Pianta R.C. ve Hamre B.K.’nin geliştirdiği CLASS (Classroom Assessment Scoring System) aracı, dünya genelinde yaygın olarak kullanılmaktadır. Ancak çalışmaların büyük çoğunluğu Batı ülkelerinde yoğunlaşmakta olup, kültürel bağlamları dikkate alan araştırmalar sınırlı kalmaktadır. Çalışmada, kültürel yansıtıcılığı olan modellerin geliştirilmesi, niteliksel ve karma yöntemlerin yaygınlaştırılması, teknoloji destekli analizlerin artırılması ve uluslararası iş birliklerinin teşvik edilmesi önerilmektedir. Ayrıca, öğretmen yetiştirme programlarında etkileşim becerilerine daha fazla yer verilmesi gerektiği vurgulanmaktadır. Bu bulgular, özel eğitimde etkileşim davranışları alanının mevcut durumunu özetlemekte ve gelecekteki araştırmalar için yol gösterici nitelik taşımaktadır.

Anahtar Kelimeler

özel eğitim , öğretmen-çocuk etkileşimi , bibliyometrik analiz , etkileşim davranışları , okul öncesi öğretmen etkileşim davranışları

THE TWO BLADES OF THE SCISSORS: A SCIENTIFIC MAP OF TEACHER INTERACTION BEHAVIORS IN PRESCHOOL CHILDREN WITH SPECIAL NEEDS AND TYPICALLY DEVELOPING CHILDREN

Öz

This study presents a bibliometric analysis of 436 scientific articles published between 1972 and 2025 in the field of teacher-child interaction behaviors during the preschool period. Data obtained from the Web of Science and Scopus databases were analyzed using the Bibliometrix package in the R programming language. The findings provide a comprehensive overview of thematic trends, publication dynamics, and leading studies in the field. According to the results, research on teacher-child interactions has shown a significant increase since the 2000s, with citation counts peaking particularly between 2008 and 2012. Thematic analyses revealed that studies are largely concentrated around concepts such as “behavior management,” “classroom quality,” and “teacher-child relationships.” Moreover, developmental factors such as “self-regulation” and “social skills” were also frequently emphasized. Among the most influential authors in the field are Pianta R.C. and Hamre B.K., whose CLASS (Classroom Assessment Scoring System) tool is widely used globally. However, the majority of studies are concentrated in Western countries, and research considering cultural contexts remains limited. The study recommends the development of culturally reflective models, the widespread use of qualitative and mixed methods, increased use of technology-supported analyses, and the promotion of international collaborations. It is also emphasized that teacher training programs should place greater focus on interaction skills. These findings summarize the current state of the field of interaction behaviors in special education and provide guidance for future research.

Anahtar Kelimeler

: special education , teacher-child interaction , bibliometric analysis , interaction behaviors , preschool teacher interaction behaviors

Etik Beyan

Etik kurallara uyulmuştur.

Kaynakça

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