KORELASYONEL BAKIŞ AÇISIYLA ÇOCUK-ANNE VE ÇOCUK-ÖĞRETMEN İLİŞKİLERİNİN VE CİNSİYET FAKTÖRÜNÜN İNCELENMESİ

Öz

Bu çalışmanın temel amacı okul öncesi eğitim çağındaki çocukların anneleri ile öğretmenlerinin çocuklarla kurdukları ilişkileri algılama biçimlerinin benzer olup olmadığını saptamaktır. Çalışmada annelerin ve öğretmenlerin ilişkiyi algılama biçimlerinin benzer bir örüntüye sahip olacağı beklenmiştir. Bu doğrultuda iki temel soruya yanıt aranmıştır. Cevap aranan sorulardan ilki annelerin ve öğretmenlerin çocuklarla kurdukları ilişkileri algılama biçimlerinin ne düzeyde korelasyon gösterdiğidir. Diğeri ise bu ilişkileri algılama biçimlerinin çocukların cinsiyeti ile ilişkili olup olmadığıdır. Bulgular incelendiğinde annelerin ve öğretmenlerin ilişkide algıladığı çatışma, yakınlık ve bağımlılık puanlarının birbiriyle ilişkili olmadığı, diğer bir ifadeyle ilişkiyi algılama biçimlerinin anlamlı bir korelasyon göstermediği bulunmuştur. Annelerin çocuklarıyla kurdukları ilişkiyi algılama biçimleri cinsiyete göre değişkenlik göstermezken öğretmenlerin kızlara oranla erkek çocuklarla daha çatışmalı bir ilişki algıladıkları belirlenmiştir.

Anahtar Kelimeler

• Bağlanma, Çocuk-Anne Etkileşimi, Çocuk-Öğretmen Etkilişimi, Okul Öncesi, Ilişki Algısı,

A CORRELATIONAL PERSPECTIVE ON CHILD-MOTHER AND CHILD-TEACHER RELATIONSHIPS AND GENDER DIFFERENCES

Öz

The major objective of the current study was to examine whether or not perceptions of teachers and mothers concerning their relationships with preschool children would be similar to each other. It was hypothesized that the relationship perception of teachers and mothers with the same child would be expected to have similar relationship patterns. There were two main questions in the study. One of which is how relationship perception of teachers and mothers are correlated and to what extent these relationships are correlated. The other question was to what extent these relationships were influenced by gender of children. The correlational analysis yielded that none of the conflict, closeness and dependency factors were statistically significant for teacher's and mother's reports; i.e. their ideas did not match in term of these three factors considering their relationships. Although gender was not found as an effective factor for mothers, teachers perceived conflict with only boys rather than girls.

Anahtar Kelimeler

• Attachment Relationships, Child-Mother Dyad, Child-Teacher Dyad, Preschool Children, Relationship Perception,

Kaynakça

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