Author :
Abstract
Okul öncesi dönemde çocukların gelişim seyri oldukça hızlı olmaktadır. Bu süreçte çocuğun sosyal duygusal gelişiminde evde ebeveynlerinin okulda ise okul öncesi öğretmenlerinin sunduğu destek sayesinde çocuklar sosyal ve duygusal beceriler edinmektedir. Edindiği sosyal beceriler sayesinde çocuk hem okula hem de akranlarına sosyal duygusal uyum sağlamaktadır. Sosyal duygusal uyum çocukların erken yıllardaki sosyalleşmeleri açısından oldukça önemlidir. Bu çalışma da okul öncesi dönem çocuklarının sosyal duygusal uyumlarını belirlemek amacıyla Türkiye’deki alanyazında yapılmış araştırmaların yıllarına, yayın türlerine, modellerine, çalışma gruplarına, konularına, veri toplama araçları ve veri analiz yöntemlerine göre dağılımlarını incelemek amacıyla yapılmıştır. Araştırmada 2006 ile 2020 yılları arasında yapılmış “sosyal duygusal uyum” söz öbeğini içeren ve YÖK tez merkezi, Google Akademik ve Ulakbim veri tabanlarında taranan 21 yüksek lisans, 3 doktora tezi ve 8 makale olmak üzere toplam 32 çalışma incelenerek hazırlanmıştır. Verilerin analizinde içerik analizi yönteminden yararlanılmıştır. Yapılan analizler 2009 ve 2011 yıllarında okul öncesi dönemde sosyal duygusal uyum konusunda çalışmalara rastlanmadığını; araştırmaların çoğunlukla tarama modelinde yapıldığını; çalışma grubunu çocukların oluşturmasına rağmen çoğunlukla verilerin öğretmen ve annelerden alındığını; bu çalışmalar içinde çocukların sosyal duygusal uyumunu ebeveynlik rolleri ve aile içi ilişkileri ile ilişkilendiren çalışmaların ağırlıkta olduğunu; “Marmara Sosyal Duygusal Uyum Ölçeği’nin bu çalışmaların 25’inde çocukların sosyal duygusal uyumlarını belirlemek amacıyla kullanıldığını ortaya koymuştur.
Keywords
Abstract
The development progress of children in the preschool period is quite fast. In this period, they acquire social and emotional skills thanks to the support of their parents at home and preschool teachers at school. By means of the social skills acquired, children adapt socially both to the school and to their peers. Social-emotional adjustment is especially important for children's early socialization. This study aimed to determine the social-emotional adjustment of preschool children by examining the distributions of the research conducted in the body of literature in Turkey, according to the publishing types, models, working groups, issues, data collection tools, and data analysis methods. The research was prepared by examining a total of 32 studies including 21 masters’, three doctoral dissertations, and eight articles, which included the phrase "social-emotional adjustment " between 2006 and 2020, they were scanned in the YÖK thesis center, Google Academic and Ulakbim databases. Content analysis method was used in the analysis of the data. The analyzes conducted show that there were no studies on social emotional adjustment in the pre-school period in 2009 and 2011; researches are mostly done in scanning model; Although the study group was composed of children, mostly the data were taken from teachers and mothers; Among these studies, studies that associate the social emotional adjustment of children with parenting roles and intra-family relationships are predominant; It has been revealed that "Marmara Social Emotional Adaptation Scale” is used in 25 of these studies to determine the social emotional adjustment of children
Keywords
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