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Yıl 2006, Cilt 19, Sayı 19, 19 - 27, 01.01.2006

Öz

The purpose of this study is to investigate social skills of children who were attending semi-public early childhood education institution. Social skills of children were determined on the basis of teacher’s perceptions. A Social Skills Scale for Early Childhood Children was developed by the researchers by utilizing several different social skills scales (Akkök, 1996, Çetin, Bilbay ve Kaymak, 2003; McGinnis, ve Goldstein, 2003; Méndez, Hidalgo ve Inglés, 2002). There were 16 participating early childhood teachers who completed the instrument for the children in their classrooms. The total number of children was 343. 196 of these children were female and 147 of them were male. The children age were changing between 4 and 6. According to the results of variance analysis, there was a difference between age groups in the sub groups of social skills, communication, and adjustment. It was found that adjustment scores of girls were lower than boys’ scores. The results of this study were discussed in relation to the literature on children’s social-emotional development.

Kaynakça

  • Akkök, F. (1996). İlköğretimde Sosyal Becerilerin Geliştirilmesi. Ankara : M.E.B. Yay.
  • Anderson, C.A., Carnagey, N.L. ve Eubanks, J. (2003). Exposure to Violent Media: The Effects of Songs with Violent Lyrics on Aggressive Thoughts and Feelings. Journal of Personality and Social Psychology, 84(5), 960-971.
  • Avcıoğlu, H. (2003). Okul Öncesi Dönemdeki Çocuklarda Sosyal Becerilerin Öğretilmesinde İşbirlikçi Öğrenme Yöntemi ile Sunulan Öğretim Programının Etkililiğinin İncelenmesi. Ankara: OMEP Dünya Konsey Toplantısı Bildirisi.
  • Bacanlı, H. (1999). Sosyal Beceri Eğitimi. Ankara: Nobel Yay.
  • Cartwrigh-Hatton, S., Hodges, L. ve Porter, J. (2003). Social Anxiety in childhood: the relationship with self and observer rated social skills. Journal of Child Psychology and Psychiatri.44(5), 737-742.
  • Chang, L. (2004). The Role of Classroom Norms in Contextualizing the Relations of Children’s Social Behaviors to Peer Acceptance. Developmental Psychology, 40(5), 691-702.
  • Chaplin, T.M., Cole, P.M. ve Zahn-Waxler, C. (2005). Parental Socialization of Emotion Expression: Gender Differences and Relations to Child Adjustment. Emotion, 5(1), 80-88.
  • Choi, D.H. ve Kim, J. (2003). Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model. Early Childhood Education Journal,31(1), 41-46.
  • Çetin, F., Bilbay, A.A. ve Kaymak, D.A. (2003). Çocuklarda Sosyal Beceri, İstanbul: Epsilon Yay.
  • Çiftçi, İ. ve Sucuoğlu, B. (2003).Sosyal Beceri Öğretimi, Ankara: Kök Yay.
  • Dinçer, Ç. ve Güneysu, S. (1998). Çocukların Kişiler arası Problem Çözme Becerilerini Kazandırmada Eğitimin Etkisi. Ankara: Konak Kırtasiye Ltd.
  • Encouracing Social Skills in Young Children: Tips Teachers Can Share with Parents. (n.d.). Retrieved February 17, 2006 from http:// www.humsci.auburn.edu /parent/social skills .htm/
  • Fox, C.L. ve Boukton, M.J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75, 313-328.
  • Frey, K.S., Nolen, S.B., Edstrom, L.S. ve Hirschtein, M.K. (2005). Effects a school-based social-emotional competence program: Linking children’s goals, attributions, and behaviors. Journal of Applied Developmental Psychology, 26(2), 171-200.
  • Goldstein, A.P. (2003). Teaching Pro-Social Behavior to Antisocial Youth. Retrieved November 21, 2003.from http:// www.uscart.org/ Workshop. htm.work1.
  • Guerrero, L.K. ve Jones, S.M. (2003). Differences in One’s Own and One’s Partner’s Perceptions of Social Skills as a Function of Attachment Style. Communication Quarterly, 51(3), 277-295.
  • Hamann, D.L., Lineburgh, N. ve Paul, S. (1998). Teaching Effectiveness and Social Skill Development. Journal of Research in Music Education, 46(1), 87-101.
  • Hoglund, W.L. ve Leadbeater, B.J. (2004). The Effects of Family, School, and Classroom Ecologies on Changes in Children’s Social Competence and Emotional and Behavioral Problems in First Grade. Developmental Psychology, 40(4), 533-544.
  • Huesmann, L.R. Moise-Titus, J., Podolski, C.L. ve Eron, L.D. (2003). Longitudinal Relations Between Children’s Exposure to T.V. Violent and Their Aggressive and Violent Behavior in Young Adulthood: 1977-1992. Developmental Psychology, 39(2), 201-221.
  • Liu, J. (2004). Childhood Externalizing Behavior: Theory and Implications. Journal of Child and Adolescent Psychiatric Nursing, 17(3), 93-103.
  • McClelland, M. M. ve Morrison, F.J. (2003). The Emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18, 206-224.
  • McGinnis, E. ve Goldstein, A.P. (2003). Program Form: New Strategies and Perspectives for Teaching Pro-social Skills. Illinois: Research Pres.
  • Méndez, F., Hidalgo, M.D. ve Inglés, C.J. (2002). The Matson Evaluation of Social Skills with Youngsters: Psychometric Properties of the Spanish Translation in the Adolescent Population. European Journal of Psychological Assessment, 18(1), 30-42.
  • Mercurio, C.M. (2003). Guiding Boys in the Early Years to Lead Healthy Emotional Lives. Early Childhood Education Journal. 30(4), 255-258.
  • Milfort, R. ve Greenfield, D.B. (2002). Teacher and observer ratings of head start children’s social skills. Early Childhood Research Quarterly, 17, 581-595.
  • Mize, J ve Abell, E. (2006). Teaching Social Skills To Kids Who Don’t Have Them. Retrieved February 17, 2006 from http://www.behavioradvisor.com/ Socialskills.html..
  • Park, S.Y. ve Cheah, C.S.L. (2005). Korean mothers’ proactive socialization beliefs regarding preschoolers’ social skills. International Journal of Behavioral Development, 29(1), 24-34.
  • Phillipsen, L.C., Bridges, K.S., McLemore, G. ve Saponaro, L.A. (1999). Perceptions of Social Behavior and Peer Acceptance in Kindergarten. Journal of Research in Childhood Education. 14(1), 68-77.
  • Rose, A.J. ve Rudolph, K.D. (2006). A Review of Sex Differences in Peer Relationship Process: Potential Trade- offs for the Emotional and Behavioral Development of Girls and Boys. Psychological Bulletin, 132(1), 98- 131.
  • Stevens, J. (1996). Applied Multivariance Statistics for the Social Science, 3. Eds. New Jersey: Lawrence Erlbaun Associates.
  • Tatlıdil, E. (1992). Uygulamalı Çok Değişkenli İstatistiksel Analiz. Ankara: Engin Yay.
  • Teglasi, H. ve Rothman, L. (2001). A Classroom-Based Program to Reduce Aggressive Behavior. Journal of School Psychology, 39(1), 71-94.
  • Tse, W. ve Bond, A. (2004). The Impact of Depression on Social Skills: A Review. The Journal of Nervous and Mental Disease. 192(4), 260-268.
  • Updegraff, K.A., McHale, S.M. ve Crouter, A.C. (2001). Parents’ Involvement in Adolescents’ Peer Relationships: A Comparison of Mothers’ and Fathers’ Roles. Journal of Marriage and Family, 63, 655- 668.
  • Wentzel, K.R. ve Erdley, C.A. (1993). Strategies for Making Friends Relations to Social Behavior and Peer Acceptance in Early Adolescence. Developmental Psychology, 29(5), 819-826.
  • Wentzel, K.R., McNamara-Barry, C. ve Caldwell, K.A. (2004). Friendships in Middle School: Influence on Motivation and School Adjustment. Journal of Educational Psychology, 96(2), 195-203.

OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI

Yıl 2006, Cilt 19, Sayı 19, 19 - 27, 01.01.2006

Öz

Bu çalışmanın amacı okul öncesi öğrencilerinde sosyal becerinin bazı demografik değişkenler açısından incelenmektir. Öğrencilerin sosyal becerileri öğretmenlerin algılarına dayalı olarak belirlendi. Bu çalışmada kullanılan Sosyal Beceri Ölçeği (SBÖ) farklı sosyal beceri ölçeklerinden yararlanılarak geliştirilmiştir. 343 öğrenci için doldurulmuştur (Akkök, 1996, Çetin, Bilbay ve Kaymak, 2003; McGinnis, ve Goldstein, 2003; Méndez, Hidalgo ve Inglés, 2002). Öğrencilerin 196’sı kız ve 147’si erkektir. Öğrenciler 4-6 yaşları arasında değişmektedir. Varyans analizi sonuçlarına göre, sosyal beceri, iletişim ve uyum alt boyutlarında yaşlar arasında fark saptanmıştır. Kızların erkeklerden uyum puanlarının daha düşük olduğu kaydedilmiştir. Bulgular sosyal beceriye ve sosyal-duygusal gelişime ilişkin yazın alanları çerçevesinde tartışılmıştır

Kaynakça

  • Akkök, F. (1996). İlköğretimde Sosyal Becerilerin Geliştirilmesi. Ankara : M.E.B. Yay.
  • Anderson, C.A., Carnagey, N.L. ve Eubanks, J. (2003). Exposure to Violent Media: The Effects of Songs with Violent Lyrics on Aggressive Thoughts and Feelings. Journal of Personality and Social Psychology, 84(5), 960-971.
  • Avcıoğlu, H. (2003). Okul Öncesi Dönemdeki Çocuklarda Sosyal Becerilerin Öğretilmesinde İşbirlikçi Öğrenme Yöntemi ile Sunulan Öğretim Programının Etkililiğinin İncelenmesi. Ankara: OMEP Dünya Konsey Toplantısı Bildirisi.
  • Bacanlı, H. (1999). Sosyal Beceri Eğitimi. Ankara: Nobel Yay.
  • Cartwrigh-Hatton, S., Hodges, L. ve Porter, J. (2003). Social Anxiety in childhood: the relationship with self and observer rated social skills. Journal of Child Psychology and Psychiatri.44(5), 737-742.
  • Chang, L. (2004). The Role of Classroom Norms in Contextualizing the Relations of Children’s Social Behaviors to Peer Acceptance. Developmental Psychology, 40(5), 691-702.
  • Chaplin, T.M., Cole, P.M. ve Zahn-Waxler, C. (2005). Parental Socialization of Emotion Expression: Gender Differences and Relations to Child Adjustment. Emotion, 5(1), 80-88.
  • Choi, D.H. ve Kim, J. (2003). Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model. Early Childhood Education Journal,31(1), 41-46.
  • Çetin, F., Bilbay, A.A. ve Kaymak, D.A. (2003). Çocuklarda Sosyal Beceri, İstanbul: Epsilon Yay.
  • Çiftçi, İ. ve Sucuoğlu, B. (2003).Sosyal Beceri Öğretimi, Ankara: Kök Yay.
  • Dinçer, Ç. ve Güneysu, S. (1998). Çocukların Kişiler arası Problem Çözme Becerilerini Kazandırmada Eğitimin Etkisi. Ankara: Konak Kırtasiye Ltd.
  • Encouracing Social Skills in Young Children: Tips Teachers Can Share with Parents. (n.d.). Retrieved February 17, 2006 from http:// www.humsci.auburn.edu /parent/social skills .htm/
  • Fox, C.L. ve Boukton, M.J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75, 313-328.
  • Frey, K.S., Nolen, S.B., Edstrom, L.S. ve Hirschtein, M.K. (2005). Effects a school-based social-emotional competence program: Linking children’s goals, attributions, and behaviors. Journal of Applied Developmental Psychology, 26(2), 171-200.
  • Goldstein, A.P. (2003). Teaching Pro-Social Behavior to Antisocial Youth. Retrieved November 21, 2003.from http:// www.uscart.org/ Workshop. htm.work1.
  • Guerrero, L.K. ve Jones, S.M. (2003). Differences in One’s Own and One’s Partner’s Perceptions of Social Skills as a Function of Attachment Style. Communication Quarterly, 51(3), 277-295.
  • Hamann, D.L., Lineburgh, N. ve Paul, S. (1998). Teaching Effectiveness and Social Skill Development. Journal of Research in Music Education, 46(1), 87-101.
  • Hoglund, W.L. ve Leadbeater, B.J. (2004). The Effects of Family, School, and Classroom Ecologies on Changes in Children’s Social Competence and Emotional and Behavioral Problems in First Grade. Developmental Psychology, 40(4), 533-544.
  • Huesmann, L.R. Moise-Titus, J., Podolski, C.L. ve Eron, L.D. (2003). Longitudinal Relations Between Children’s Exposure to T.V. Violent and Their Aggressive and Violent Behavior in Young Adulthood: 1977-1992. Developmental Psychology, 39(2), 201-221.
  • Liu, J. (2004). Childhood Externalizing Behavior: Theory and Implications. Journal of Child and Adolescent Psychiatric Nursing, 17(3), 93-103.
  • McClelland, M. M. ve Morrison, F.J. (2003). The Emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18, 206-224.
  • McGinnis, E. ve Goldstein, A.P. (2003). Program Form: New Strategies and Perspectives for Teaching Pro-social Skills. Illinois: Research Pres.
  • Méndez, F., Hidalgo, M.D. ve Inglés, C.J. (2002). The Matson Evaluation of Social Skills with Youngsters: Psychometric Properties of the Spanish Translation in the Adolescent Population. European Journal of Psychological Assessment, 18(1), 30-42.
  • Mercurio, C.M. (2003). Guiding Boys in the Early Years to Lead Healthy Emotional Lives. Early Childhood Education Journal. 30(4), 255-258.
  • Milfort, R. ve Greenfield, D.B. (2002). Teacher and observer ratings of head start children’s social skills. Early Childhood Research Quarterly, 17, 581-595.
  • Mize, J ve Abell, E. (2006). Teaching Social Skills To Kids Who Don’t Have Them. Retrieved February 17, 2006 from http://www.behavioradvisor.com/ Socialskills.html..
  • Park, S.Y. ve Cheah, C.S.L. (2005). Korean mothers’ proactive socialization beliefs regarding preschoolers’ social skills. International Journal of Behavioral Development, 29(1), 24-34.
  • Phillipsen, L.C., Bridges, K.S., McLemore, G. ve Saponaro, L.A. (1999). Perceptions of Social Behavior and Peer Acceptance in Kindergarten. Journal of Research in Childhood Education. 14(1), 68-77.
  • Rose, A.J. ve Rudolph, K.D. (2006). A Review of Sex Differences in Peer Relationship Process: Potential Trade- offs for the Emotional and Behavioral Development of Girls and Boys. Psychological Bulletin, 132(1), 98- 131.
  • Stevens, J. (1996). Applied Multivariance Statistics for the Social Science, 3. Eds. New Jersey: Lawrence Erlbaun Associates.
  • Tatlıdil, E. (1992). Uygulamalı Çok Değişkenli İstatistiksel Analiz. Ankara: Engin Yay.
  • Teglasi, H. ve Rothman, L. (2001). A Classroom-Based Program to Reduce Aggressive Behavior. Journal of School Psychology, 39(1), 71-94.
  • Tse, W. ve Bond, A. (2004). The Impact of Depression on Social Skills: A Review. The Journal of Nervous and Mental Disease. 192(4), 260-268.
  • Updegraff, K.A., McHale, S.M. ve Crouter, A.C. (2001). Parents’ Involvement in Adolescents’ Peer Relationships: A Comparison of Mothers’ and Fathers’ Roles. Journal of Marriage and Family, 63, 655- 668.
  • Wentzel, K.R. ve Erdley, C.A. (1993). Strategies for Making Friends Relations to Social Behavior and Peer Acceptance in Early Adolescence. Developmental Psychology, 29(5), 819-826.
  • Wentzel, K.R., McNamara-Barry, C. ve Caldwell, K.A. (2004). Friendships in Middle School: Influence on Motivation and School Adjustment. Journal of Educational Psychology, 96(2), 195-203.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Necla Acun KAPIKIRAN Bu kişi benim


Necla ACUN KAPIKIRAN Bu kişi benim


Asiye Bora İVRENDİ Bu kişi benim


Atiye ADAK Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2006
Başvuru Tarihi 1 Ağustos 2014
Kabul Tarihi
Yayınlandığı Sayı Yıl 2006, Cilt 19, Sayı 19

Kaynak Göster

Bibtex @ { pauefd133034, journal = {Pamukkale Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1301-0085}, eissn = {1309-0275}, address = {}, publisher = {Pamukkale Üniversitesi}, year = {2006}, volume = {19}, number = {19}, pages = {19 - 27}, title = {OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI}, key = {cite}, author = {Acun Kapıkıran, Necla and İvrendi, Asiye Bora and Adak, Atiye} }
APA Kapıkıran, N. A. , Acun Kapıkıran, N. , İvrendi, A. B. & Adak, A. (2006). OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI . Pamukkale Üniversitesi Eğitim Fakültesi Dergisi , 19 (19) , 19-27 . Retrieved from https://dergipark.org.tr/tr/pub/pauefd/issue/11124/133034
MLA Kapıkıran, N. A. , Acun Kapıkıran, N. , İvrendi, A. B. , Adak, A. "OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI" . Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 19 (2006 ): 19-27 <https://dergipark.org.tr/tr/pub/pauefd/issue/11124/133034>
Chicago Kapıkıran, N. A. , Acun Kapıkıran, N. , İvrendi, A. B. , Adak, A. "OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI". Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 19 (2006 ): 19-27
RIS TY - JOUR T1 - OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI AU - Necla AcunKapıkıran, NeclaAcun Kapıkıran, Asiye Boraİvrendi, AtiyeAdak Y1 - 2006 PY - 2006 N1 - DO - T2 - Pamukkale Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 19 EP - 27 VL - 19 IS - 19 SN - 1301-0085-1309-0275 M3 - UR - Y2 - 2022 ER -
EndNote %0 Pamukkale Üniversitesi Eğitim Fakültesi Dergisi OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI %A Necla Acun Kapıkıran , Necla Acun Kapıkıran , Asiye Bora İvrendi , Atiye Adak %T OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI %D 2006 %J Pamukkale Üniversitesi Eğitim Fakültesi Dergisi %P 1301-0085-1309-0275 %V 19 %N 19 %R %U
ISNAD Kapıkıran, Necla Acun , Acun Kapıkıran, Necla , İvrendi, Asiye Bora , Adak, Atiye . "OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI". Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 19 / 19 (Ocak 2006): 19-27 .
AMA Kapıkıran N. A. , Acun Kapıkıran N. , İvrendi A. B. , Adak A. OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI. PUJE. 2006; 19(19): 19-27.
Vancouver Kapıkıran N. A. , Acun Kapıkıran N. , İvrendi A. B. , Adak A. OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 2006; 19(19): 19-27.
IEEE N. A. Kapıkıran , N. Acun Kapıkıran , A. B. İvrendi ve A. Adak , "OKUL ÖNCESİ ÇOCUKLARINDA SOSYAL BECERİ: DURUM SAPTAMASI", Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, c. 19, sayı. 19, ss. 19-27, Oca. 2006

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