BibTex RIS Kaynak Göster

5-6 Yaş Çocuklarının Sosyal Konumlarını Etkileyen Çeşitli Değişkenler

Yıl 2009, Cilt: 6 Sayı: 1, 104 - 121, 01.03.2009

Öz

Kaynakça

  • Asher, S. R., Singleton, L. C., Tinsley, B. R., & Hymel, S. (1979). A reliable sociometric measure for preschool children. Developmental Psychology, 15, (4), 443-444.
  • Barth, J. M., & Archibald, A. (2003). The relation between emotion production behavior and preschool social behavior and preschool social behavior: In the eye of the beholder. Social Development, 12, (1), 67-90.
  • Beyazkürk, D., Anlıak, Ş., ve Dinçer, Ç. (2007). Çocuklukta akran ilişkileri ve arkadaşlık. Eurasian Journal of Educational Research, 26, 13-26.
  • Bierman, K. L. (2005). Peer rejection. Developmental processes and intervention strategies. USA: The Guilford Press.
  • Boulton, M. J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Education Psychology. 62, 73-87.
  • Chang, L., Lei, L., Kit Li, K., Liu, H., Guo, B., Wang, Y., & Fung, K. Y. (2005). Peer acceptance and self perceptions of verbal and behavioral aggression and social withdrawal. International Journal of Behavioral Development, 29, (1), 48-57.
  • Cillessen, A. H. N., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14, (2), 102-105.
  • Crick, N. R., Casas, J. F., & Ku, H. (1999). Relational and pyysical forms of peer victimization in preschool. Developmental Psychology, 33, 376-385.
  • Crick N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Developmental Psycholog. 8, 367-380.
  • Dunn, J. C., Dunn, J. G. H., & Bayduza, A. (2007). Perceived athletic competence, sociometric status, and loneliness elementary school children. Journal of Sport Behavior, 30, (3), 249-263.
  • Ekinci Vural, D. (2006). Okul Öncesi Eğitim Programındaki Duyuşsal ve Sosyal Becerilere Yönelik Hedeflere Uygun Olarak Hazırlanan Aile Katılımlı Sosyal Beceri Eğitimi Programının Çocuklarda Sosyal Becerilerin Gelişimine Etkisi. Yayınlanmamış yüksek lisans tezi. İzmir: Dokuz Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü.
  • Ercan, E. S., & Aydın, C. (2000). Dikkat Eksikliği Hiperaktivite Bozukluğu. İstanbul: Gendaş Yayınları.
  • Erwin, P. (2000). Çocuklukta ve Ergenlikte Arkadaşlık. Çev. Osman Akınhay. İstanbul: Alfa Yayınları.
  • Frazier, S. L. (2000). Child and Adolescent Anxiety: Longitudinal Relations With Family Characteristics, Peer Social Status, and Social Cognitions, and Contrasts With Aggressive Children. Unpublished PhD. thesis. USA: Indiana University.
  • Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships and peer networks. Journal of School Psychology, 41, 235- 284.
  • Gülay, H. (2008). 5-6 Yaş Çocuklarına Yönelik Akran İlişkileri Ölçeklerinin Geçerlik Güvenirlik Çalışmaları ve Akran İlişkilerinin Çeşitli Değişkenler Açısından İncelenmesi. Yayınlanmamış doktora tezi. İstanbul: Marmara Üniversitesi. Eğitim Bilimleri Enstitüsü.
  • Harrist, A. W., Zaia A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: sociometric status and social-cognitive differences across four years. Child Development. 68, 278-294.
  • Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross- sectional studies. Journal Child Psychology Psychiatry, 41, (4), 441-455.
  • Hay, D. F., Payne A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45, (1), 84-108.
  • Hawley, P. H. (2002). Social dominance and prosocial and coercive strategies of resource control in preschoolers. International Journal of Behavioral Development, 26, (2), 167-176.
  • Hodges, E. V. E., & Perry D. G. (1999). Personal and interpersonel ancedents and consequences of victimizitation by peers. Journal of Personality and Social Psychology, 76, (4), 677-685.
  • Keown, L. J. (2000). Parent- Child Relationships, Peer Functioning, and Preschool Hyperactivity. Unpublished PhD. thesis. USA: The University of Auckland.
  • Kochenderfer- Ladd, B. (2004) Peer victimization: The role of emotions in adaptive and maladaptive coping. Social Development, 13, (3), 329-349.
  • Kochenderfer, B, & Ladd, G. W. (1996). Peer victimization: cause or consequence of school maladjustment? Child Development. 67, 1305-1317.
  • Kochenderfer- B. J., & Ladd, G. W. (1997). Victimized children’s responses to peers’ aggression: Behaviors associated with reduced versus continued victimization. Development and Psychology, 9, 59-73.
  • Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review Psychology, 50, 333-359.
  • Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: related spares of influence ?. Child Development, 70, (6), 1373-1400.
  • Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn and aggressive /withdrawn children during early grade school. Child Development, 70, (4), 910-929.
  • Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment ?. Child Development, 72, (5), 1579-1601.
  • Ladd, G. W., & Kochenderfer- Ladd, B. (2002). Identifiying victims of peer aggression from early to middle childhood: Analysis of cross-prevalance of victimization and characteristics of identified victims. Psychological Assessment, 14, (1), 74-96.
  • Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children.s early school adjustment. Child Development. 67, 1103-1118.
  • Ladd, G. W. , Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment ?. Child Development, 68, (6), 1181-1197.
  • Ladd, G. W., & Profilet, S. M. (1996). The child behavior scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, (6), 1008-1024.
  • Ladd, G. W., Troop- Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74, (5), 1344-1367.
  • Marcus, R. F., & Kramer, C.(2001). Reactive and proactive aggresion: Attachment ans social competence predictors. The Journal of Generic Psychology, 162 (3), 260-275.
  • McEvoy, M. A., Estrem, T. L., Rodriguez, M. C., & Olson, M. L. (2003). Assessing relational and psysical aggression among preschool children: Intermethod agreement. Topics in Early Childhood Special Education, 23, (2), 53-63.
  • Monks, C. P., Ruiz, R. O., & Val, E. T. (2002). Unjustified aggression in preschool. Aggressive Behavior, 28, 458-476.
  • Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology. 29, 611- 621.
  • Pekel, N. (2004). Akran Zorbalığı Grupları Arasında Sosyometrik Statü, Yalnızlık Ve Akademik Başarı Durumlarının İncelenmesi. Yayınlanmamış yüksek lisans tezi. Ankara: Hacettepe Üniversitesi. Sosyal Bilimler Enstitüsü.
  • Persson, G. E. B. (2005a). Young children’ s prosocial and aggressive behaviors and their experiences of being targeted for similar behaviors by peers. Social Development, 14, (2), 206-228.
  • Persson, G. E. B. (2005b). Developmental perspectives on prosocial and aggressive motives in preschoolers’ peer interactions. International Journal of Behavioral Development, 29, (1), 80-91.
  • Peterson, M. A. (2001). An Examination Aggression And Self-Esteem in Preschoolers. Unpublished master thesis. USA: Southern Connecticut State University.
  • Pope, A. W., Bierman, K. L., & Muma, G. H. (1991). Aggression, hyperactivity, and inattentionimmaturity: behavior dimensions associated with peer rejection. Developmental Psychology. 27, 663-671.
  • Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists ans school professionals. School Psychology Review, 32, (3), 384-400.
  • Roth Ledley, D., & Heimberg, R. (2006). Cognitive vulnerability to social anxiety. Journal of Social and Clinical Psychology, 25, (7), 755-778.
  • Walker, S. (2004). Teacher reports of social behavior and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 34, (1), 13-28.
  • Uz Baş, A. (2003). İlköğretim 4. ve 5. Sınıflarda Okuyan Öğrencilerin Sosyal Becerileri Ve Okul Uyumu İle Depresyon Düzeyleri Arasındaki İlişkinin İncelenmesi. Yayımlanmamış doktora tezi. İzmir: Dokuz Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü.

5-6 Yaş Çocuklarının Sosyal Konumlarını Etkileyen Çeşitli Değişkenler

Yıl 2009, Cilt: 6 Sayı: 1, 104 - 121, 01.03.2009

Öz

Okul öncesi dönemdeki akran ilişkileri, çocukların zihinsel, sosyal, duygusal, psikolojik ve fiziksel gelişimlerini etkileyebilmektedir. Okul öncesi dönem, akran ilişkilerinin ilk örneklerinin yaşanması ve bu ilişkilerin kısa ve uzun süreli etkileri nedeniyle önem taşımaktadır. Bu bağlamda, araştırmanın amacı, 5-6 yaş çocuklarının sosyal konumlarını etkileyen çeşitli değişkenleri ve bu değişkenlerin birbirleri ile ilişkilerini incelemektir. Araştırmanın örneklem grubunu, İstanbul ilinde yaşayan, anasınıfına devam eden 5-6 yaş grubundan 400 çocuk oluşturmuştur. Veri toplama araçları olarak, Kişisel Bilgi Formu, Ladd ve Profile Çocuk Davranış Ölçeği, Akranların Şiddetine Maruz Kalma Ölçeği, Resimli Sosyometri Ölçeği kullanılmıştır. Araştırmanın sonuçlarına göre, çocukların sosyal konumları ile aşırı hareketlilik ve akranlarının şiddetine maruz kalma arasında olumsuz yönde anlamlı ilişkinin olduğu bulunmuştur. Sosyal konum ile saldırganlık, korkulu-kaygılı olma, dışlanma, başkalarına yardımı amaçlan sosyal davranış ve sosyal olmayan davranış arasında ilişki olmadığı belirlenmiştir

Kaynakça

  • Asher, S. R., Singleton, L. C., Tinsley, B. R., & Hymel, S. (1979). A reliable sociometric measure for preschool children. Developmental Psychology, 15, (4), 443-444.
  • Barth, J. M., & Archibald, A. (2003). The relation between emotion production behavior and preschool social behavior and preschool social behavior: In the eye of the beholder. Social Development, 12, (1), 67-90.
  • Beyazkürk, D., Anlıak, Ş., ve Dinçer, Ç. (2007). Çocuklukta akran ilişkileri ve arkadaşlık. Eurasian Journal of Educational Research, 26, 13-26.
  • Bierman, K. L. (2005). Peer rejection. Developmental processes and intervention strategies. USA: The Guilford Press.
  • Boulton, M. J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Education Psychology. 62, 73-87.
  • Chang, L., Lei, L., Kit Li, K., Liu, H., Guo, B., Wang, Y., & Fung, K. Y. (2005). Peer acceptance and self perceptions of verbal and behavioral aggression and social withdrawal. International Journal of Behavioral Development, 29, (1), 48-57.
  • Cillessen, A. H. N., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14, (2), 102-105.
  • Crick, N. R., Casas, J. F., & Ku, H. (1999). Relational and pyysical forms of peer victimization in preschool. Developmental Psychology, 33, 376-385.
  • Crick N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of relational and overt aggression. Developmental Psycholog. 8, 367-380.
  • Dunn, J. C., Dunn, J. G. H., & Bayduza, A. (2007). Perceived athletic competence, sociometric status, and loneliness elementary school children. Journal of Sport Behavior, 30, (3), 249-263.
  • Ekinci Vural, D. (2006). Okul Öncesi Eğitim Programındaki Duyuşsal ve Sosyal Becerilere Yönelik Hedeflere Uygun Olarak Hazırlanan Aile Katılımlı Sosyal Beceri Eğitimi Programının Çocuklarda Sosyal Becerilerin Gelişimine Etkisi. Yayınlanmamış yüksek lisans tezi. İzmir: Dokuz Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü.
  • Ercan, E. S., & Aydın, C. (2000). Dikkat Eksikliği Hiperaktivite Bozukluğu. İstanbul: Gendaş Yayınları.
  • Erwin, P. (2000). Çocuklukta ve Ergenlikte Arkadaşlık. Çev. Osman Akınhay. İstanbul: Alfa Yayınları.
  • Frazier, S. L. (2000). Child and Adolescent Anxiety: Longitudinal Relations With Family Characteristics, Peer Social Status, and Social Cognitions, and Contrasts With Aggressive Children. Unpublished PhD. thesis. USA: Indiana University.
  • Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships and peer networks. Journal of School Psychology, 41, 235- 284.
  • Gülay, H. (2008). 5-6 Yaş Çocuklarına Yönelik Akran İlişkileri Ölçeklerinin Geçerlik Güvenirlik Çalışmaları ve Akran İlişkilerinin Çeşitli Değişkenler Açısından İncelenmesi. Yayınlanmamış doktora tezi. İstanbul: Marmara Üniversitesi. Eğitim Bilimleri Enstitüsü.
  • Harrist, A. W., Zaia A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: sociometric status and social-cognitive differences across four years. Child Development. 68, 278-294.
  • Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross- sectional studies. Journal Child Psychology Psychiatry, 41, (4), 441-455.
  • Hay, D. F., Payne A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45, (1), 84-108.
  • Hawley, P. H. (2002). Social dominance and prosocial and coercive strategies of resource control in preschoolers. International Journal of Behavioral Development, 26, (2), 167-176.
  • Hodges, E. V. E., & Perry D. G. (1999). Personal and interpersonel ancedents and consequences of victimizitation by peers. Journal of Personality and Social Psychology, 76, (4), 677-685.
  • Keown, L. J. (2000). Parent- Child Relationships, Peer Functioning, and Preschool Hyperactivity. Unpublished PhD. thesis. USA: The University of Auckland.
  • Kochenderfer- Ladd, B. (2004) Peer victimization: The role of emotions in adaptive and maladaptive coping. Social Development, 13, (3), 329-349.
  • Kochenderfer, B, & Ladd, G. W. (1996). Peer victimization: cause or consequence of school maladjustment? Child Development. 67, 1305-1317.
  • Kochenderfer- B. J., & Ladd, G. W. (1997). Victimized children’s responses to peers’ aggression: Behaviors associated with reduced versus continued victimization. Development and Psychology, 9, 59-73.
  • Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review Psychology, 50, 333-359.
  • Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: related spares of influence ?. Child Development, 70, (6), 1373-1400.
  • Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn and aggressive /withdrawn children during early grade school. Child Development, 70, (4), 910-929.
  • Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment ?. Child Development, 72, (5), 1579-1601.
  • Ladd, G. W., & Kochenderfer- Ladd, B. (2002). Identifiying victims of peer aggression from early to middle childhood: Analysis of cross-prevalance of victimization and characteristics of identified victims. Psychological Assessment, 14, (1), 74-96.
  • Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children.s early school adjustment. Child Development. 67, 1103-1118.
  • Ladd, G. W. , Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment ?. Child Development, 68, (6), 1181-1197.
  • Ladd, G. W., & Profilet, S. M. (1996). The child behavior scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, (6), 1008-1024.
  • Ladd, G. W., Troop- Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74, (5), 1344-1367.
  • Marcus, R. F., & Kramer, C.(2001). Reactive and proactive aggresion: Attachment ans social competence predictors. The Journal of Generic Psychology, 162 (3), 260-275.
  • McEvoy, M. A., Estrem, T. L., Rodriguez, M. C., & Olson, M. L. (2003). Assessing relational and psysical aggression among preschool children: Intermethod agreement. Topics in Early Childhood Special Education, 23, (2), 53-63.
  • Monks, C. P., Ruiz, R. O., & Val, E. T. (2002). Unjustified aggression in preschool. Aggressive Behavior, 28, 458-476.
  • Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology. 29, 611- 621.
  • Pekel, N. (2004). Akran Zorbalığı Grupları Arasında Sosyometrik Statü, Yalnızlık Ve Akademik Başarı Durumlarının İncelenmesi. Yayınlanmamış yüksek lisans tezi. Ankara: Hacettepe Üniversitesi. Sosyal Bilimler Enstitüsü.
  • Persson, G. E. B. (2005a). Young children’ s prosocial and aggressive behaviors and their experiences of being targeted for similar behaviors by peers. Social Development, 14, (2), 206-228.
  • Persson, G. E. B. (2005b). Developmental perspectives on prosocial and aggressive motives in preschoolers’ peer interactions. International Journal of Behavioral Development, 29, (1), 80-91.
  • Peterson, M. A. (2001). An Examination Aggression And Self-Esteem in Preschoolers. Unpublished master thesis. USA: Southern Connecticut State University.
  • Pope, A. W., Bierman, K. L., & Muma, G. H. (1991). Aggression, hyperactivity, and inattentionimmaturity: behavior dimensions associated with peer rejection. Developmental Psychology. 27, 663-671.
  • Rodkin, P. C., & Hodges, E. V. E. (2003). Bullies and victims in the peer ecology: Four questions for psychologists ans school professionals. School Psychology Review, 32, (3), 384-400.
  • Roth Ledley, D., & Heimberg, R. (2006). Cognitive vulnerability to social anxiety. Journal of Social and Clinical Psychology, 25, (7), 755-778.
  • Walker, S. (2004). Teacher reports of social behavior and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 34, (1), 13-28.
  • Uz Baş, A. (2003). İlköğretim 4. ve 5. Sınıflarda Okuyan Öğrencilerin Sosyal Becerileri Ve Okul Uyumu İle Depresyon Düzeyleri Arasındaki İlişkinin İncelenmesi. Yayımlanmamış doktora tezi. İzmir: Dokuz Eylül Üniversitesi. Eğitim Bilimleri Enstitüsü.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yrd. Doç. Dr. Hülya Gülay Bu kişi benim

Yayımlanma Tarihi 1 Mart 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 6 Sayı: 1

Kaynak Göster

APA Gülay, Y. D. D. H. (2009). 5-6 Yaş Çocuklarının Sosyal Konumlarını Etkileyen Çeşitli Değişkenler. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 104-121.