Okul Öncesi Dönem Çocuklarinin Ögretmenleri Tarafindan Algilanan Akran Iliskilerinin Demografik Degiskenlere Göre Incelenmesi
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Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Aksaray Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Arastirmanin amaci, okul öncesi dönem çocuklarinin akran iliskileri degiskenlerinin (olumlu sosyal davranis, korkulu-kaygili davranis, dislanma, saldirganlik, asosyal davranis, asiri hareketlilik) bazi demografik degiskenler (cinsiyet, yas, okul türü) açisindan ele alinmasidir. Arastirmanin örneklem grubunda, 174 kiz, 183 erkek olmak üzere 357 çocuk yer almaktadir. Arastirmada, betimsel tarama modeli kullanilmistir. Arastirma sonuçlarina göre asiri hareketlilik ve saldirganlik düzeylerinde cinsiyetler arasinda anlamli farklilik belirlenmistir. Asiri hareketlilik ve saldirganlik degiskenlerinde erkek çocuklarinin puan ortalamasinin kiz akranlarina göre daha yüksek oldugu ortaya konulmustur. Arastirmada yer alan alti akran iliskisi degiskeninin ikisinde cinsiyetler arasinda farklilik bulunurken dördünde anlamli farklilik bulunmamistir. Arastirmada yer alan alti akran iliskisi (olumlu sosyal davranis, korkulu-kaygili davranis, dislanma, saldirganlik, asosyal davranis, asiri hareketlilik) degiskeninin tamaminda, 4, 5 ve 6 yas gruplari çocuklar arasinda anlamli düzeyde farklilik bulunmustur. Tüm akran iliskisi degiskenlerinde en yüksek puan ortalamalari 4 yasa, en düsük puan ortalamalari 6 yasa aittir. Arastirma kapsaminda ele alinan akran iliskisi degiskenlerinin tamaminda özel anaokuluna devam eden çocuklarin puan ortalamalarinin, anasinifi ve bagimsiz anaokuluna devam eden çocuklara göre daha yüksek olarak belirlenmistir.
The aim of the study was to examine peer relationship variables (prosocial behavior, anxiety-fearful behavior, exclusion, aggression, asocial behavior, hyperactivity) of preschool children in current living conditions in terms of some demographic variables (gender, age and school type). The sample group of the study consisted of 357 children (174 girls and 183 boys). The descriptive survey model was used in the study. According to the results of the study, a significant difference was found between genders in hyperactivity and aggression levels. The mean scores of boys for hyperactivity and aggression variables were higher than those of their female peers. In one of the two peer relationship variables, in which there was a significant difference by gender, girls had higher scores in one (prosocial behavior) and boys had higher scores in the other (hyperactivity). While there was a difference between genders in two of the six peer relationship variables in the study, there was no significant difference in four variables. In all six peer relationship variables (prosocial behavior, anxiety-fearful behavior, exclusion, aggression, asocial behavior and hyperactivity), a significant difference was found between children in the 4, 5 and 6 age groups. In all peer relationship variables, the highest mean scores belonged to 4-years old and the lowest mean scores belonged to 6-year-olds. In all peer relationship variables considered within the scope of this research, the mean scores of children attending private kindergartens were higher than those of kindergartens attached to primary schools and independent kindergartens.
The aim of the study was to examine peer relationship variables (prosocial behavior, anxiety-fearful behavior, exclusion, aggression, asocial behavior, hyperactivity) of preschool children in current living conditions in terms of some demographic variables (gender, age and school type). The sample group of the study consisted of 357 children (174 girls and 183 boys). The descriptive survey model was used in the study. According to the results of the study, a significant difference was found between genders in hyperactivity and aggression levels. The mean scores of boys for hyperactivity and aggression variables were higher than those of their female peers. In one of the two peer relationship variables, in which there was a significant difference by gender, girls had higher scores in one (prosocial behavior) and boys had higher scores in the other (hyperactivity). While there was a difference between genders in two of the six peer relationship variables in the study, there was no significant difference in four variables. In all six peer relationship variables (prosocial behavior, anxiety-fearful behavior, exclusion, aggression, asocial behavior and hyperactivity), a significant difference was found between children in the 4, 5 and 6 age groups. In all peer relationship variables, the highest mean scores belonged to 4-years old and the lowest mean scores belonged to 6-year-olds. In all peer relationship variables considered within the scope of this research, the mean scores of children attending private kindergartens were higher than those of kindergartens attached to primary schools and independent kindergartens.
Açıklama
Anahtar Kelimeler
Akran iliskileri, okul öncesi dönemdeki çocuklar, cinsiyet, yas, okul türü
Kaynak
Ihlara Egitim Arastirmalari Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
9
Sayı
1
