Okul öncesi dönemdeki çocukların akran ilişkileri ve belirleyicileri
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Date
2019
Authors
Avcı, Dilek
Selçuk, Kevser Tarı
Kaynak, Serap
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
GİRİŞ ve AMAÇ: Bu araştırmada okul öncesi dönemdeki çocukların akran ilişkilerinin ve belirleyicilerinin saptanması amaçlanmıştır. YÖNTEM ve GEREÇLER: Kesitsel tipteki araştırma Mart-Mayıs 2018 tarihleri arasında 432 çocuk ile yürütülmüştür. Veriler Kişisel Bilgi Formu, Ladd ve Profilet Çocuk Davranış Ölçeğiyle toplanmıştır. Değerlendirmede tanımlayıcı istatistikler, Kolmogorov-Smirnov testi, t testi, tek yönlü varyans analizi ve post-hoc analizlerde Tukey’s-b testi kullanılmıştır. BULGULAR: Araştırmada öğretmen bildirimine göre çocukların Ladd ve Profilet Çocuk Davranış Ölçeği saldırgan davranış, sosyal davranış, asosyal davranış, korkulu/kaygılı davranış, dışlanma ve aşırı hareketli olma alt boyutlarının puan ortalamaları sırasıyla 2.38±2.20, 11.26±4.54, 3.54±2.38, 4.33±2.61, 2.93±2.79, 2.79±1.92’dir. Cinsiyet, kardeş sayısı, doğum sırası, fiziksel hastalık varlığı, anne-babanın eğitim düzeyi, anne-babanın çalışma durumu, aile tipi, anne-babanın tutumu ve gelir düzeyi değişkenlerinin akran ilişkilerinin belirleyicileri olduğu saptanmıştır (p<0.05). TARTIŞMA ve SONUÇ: Çocukların saldırgan davranış, asosyal davranış, korkulu/kaygılı davranış, dışlanma, aşırı hareketli olma düzeylerinin düşük, sosyal davranış düzeyinin ise orta düzeyde olduğu, akran ilişkilerinin çocukların bireysel ve aile özelliklerinden etkilendiği belirlenmiştir. Bu doğrultuda okul-aile işbirliği içinde çocukların akran ilişkilerini geliştirmeye yönelik sosyal beceri programlarının düzenlenmesi, sorun yaşayan çocukların belirlenerek sağlık kuruluşuna ya da rehberlik merkezine yönlendirilmesi önerilebilir.
INTRODUCTION: In this study, it was aimed to determine peer relations in preschool children and determinants of these relations. METHODS: The cross-sectional study was conducted between March and May 2018 with 432 4–6 year-old children. Data were collected using the Personal Information Form and the Ladd and Profilet Child Behavior Scale. In the analysis, descriptive statistics, Kolmogorov-Smirnov test, t-test, one-way analysis of variance and the post-hoc Tukey's-b test were used. RESULTS: According to the teachers’ statements, the children’s mean scores calculated for the aggressive behavior, social behavior, asocial behavior, anxious-fearful behavior, exclusion and hyperactivity subscales of the Child Behavior Scale were 2.38±2.20, 11.26±4.54, 3.54±2.38, 4.33±2.61, 2.93±2.79, 2.79±1.92 respectively. The variables such as gender, number of siblings, birth order, presence of physical illness, parental education level, parental employment status, family type, parental attitude and income level were the determinants of peer relations (p <0.05). DISCUSSION AND CONCLUSION: The participating children’s aggressive behavior, asocial behavior, fearful/anxious behavior, exclusion, hyperactivity levels were low, whereas their social behavior levels were moderate. The children’s peer relations were affected by their individual and family characteristics. Thus, it may be recommended that to improve children's peer relations, social skills programs should be organized through cooperation between school and family, and children having problems should be identified and referred to health centers or guidance centers.
INTRODUCTION: In this study, it was aimed to determine peer relations in preschool children and determinants of these relations. METHODS: The cross-sectional study was conducted between March and May 2018 with 432 4–6 year-old children. Data were collected using the Personal Information Form and the Ladd and Profilet Child Behavior Scale. In the analysis, descriptive statistics, Kolmogorov-Smirnov test, t-test, one-way analysis of variance and the post-hoc Tukey's-b test were used. RESULTS: According to the teachers’ statements, the children’s mean scores calculated for the aggressive behavior, social behavior, asocial behavior, anxious-fearful behavior, exclusion and hyperactivity subscales of the Child Behavior Scale were 2.38±2.20, 11.26±4.54, 3.54±2.38, 4.33±2.61, 2.93±2.79, 2.79±1.92 respectively. The variables such as gender, number of siblings, birth order, presence of physical illness, parental education level, parental employment status, family type, parental attitude and income level were the determinants of peer relations (p <0.05). DISCUSSION AND CONCLUSION: The participating children’s aggressive behavior, asocial behavior, fearful/anxious behavior, exclusion, hyperactivity levels were low, whereas their social behavior levels were moderate. The children’s peer relations were affected by their individual and family characteristics. Thus, it may be recommended that to improve children's peer relations, social skills programs should be organized through cooperation between school and family, and children having problems should be identified and referred to health centers or guidance centers.
Description
Keywords
Akran ilişkileri, Çocuk, Okul sağlığ, Peer relations, Child, School health
Citation
Avcı, D. vd. (2019). "Okul öncesi dönemdeki çocukların akran ilişkileri ve belirleyicileri". Güncel Pediatri, 17(1), 17-33.