Investigation Of Preschool Children's Interpersonal Problem Solving Skills

Kesicioglu, Oğuz Serdar

doi:10.15390/eb.2015.3240

Cited by 11 publications

(9 citation statements)

References 12 publications

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“…The problem behaviors that are frequently encountered during the preschool period are observed in sleep, cleaning, toilet and eating habits. Furthermore, behaviors, such as fears, lying, taking belongings without permission, stubbornness, jealousy, mocking, crying, shyness, swearing, aggression, can also be observed (Kesicioğlu, 2015;Miller, Koplewicz, & Klein, 1997;Özbey, 2010;Özbey & Alisinanoğlu, 2009;Poyraz & Özyürek, 2005;Uysal, Akbaba-Altun, & Akgün, 2010;Ünal, 2006).…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Perspectives on Aggressive Behaviors in Children: A Qualitative Study

Türkoğlu

2019

JETS

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The main aim of this study was to qualitatively analyze preschool teachers’ opinions about the aggressive behaviors of children in the classroom. The phenomenology design, one of the qualitative research methods, was used in the study. 46 preschool teachers selected by the maximum diversity sampling method constituted the study group. The data of the study were collected using the semi-structured interview technique, and the data were analyzed using the descriptive analysis technique. According to the results of the study, preschool teachers generally described the aggressive behavior as “damaging friends,” mentioned that the type of aggression they mostly encountered in the classroom was “physical aggression” and stated that the most important factor affecting aggression in the preschool period was “parental attitudes.” Furthermore, preschool teachers indicated that aggressive behaviors generally emerged “during game activities,” that the communication of children exhibiting aggressive behaviors with their peers was usually negatively affected, and that they mostly used the “verbal warning” and “punishment” method to cope with aggressive behaviors in the classroom, however, they also emphasized that they felt inadequate in coping with aggressive behaviors. The activities that will allow children to express themselves and their feelings, to properly communicate with their surroundings and to get rid of their energy can be included in preschool education institutions. Teachers can be provided with applied in-service training seminars on how they can cope with aggressive behaviors and what kinds of effective methods they should use. Furthermore, it is also considered useful to organize information seminars on how parents should approach their children’s aggressive behaviors.

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Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Perspectives on Aggressive Behaviors in Children: A Qualitative Study

Türkoğlu

2019

JETS

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“…Dolayısıyla annesi ilkokul mezunu olanların uzlaşabilirlik puanlarının yüksek olması bu bakış açısıyla açıklanabileceği düşünülmektedir.Çocuk bakımı hakkında bilgi düzeyi arttıkça eğitim alma faktörü annelerin çocukları ile doğal ilişkilerinin yerini kaygılı anne davranışlarına bırakması bağlanma üzerine etki edebilicek bir durumdur. Geleneksel Türk kültüründe annelik, eğitim düzeyine bakılmaksızın erken yaşlardan itibaren bir kadının iyi bir şekilde gerçekleştirmesi gereken bir rol olarak görülür (Kesicioğlu, 2015).…”

Section: Discussionunclassified

The Relationship Between Parental Attachment And Personality Traits

2018

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Anne ve babayla kurulan duygusal bağlar ve onlardan alınan destek, bireylerin kimlik gelişiminde önemli bir etkiye sahiptir. Bireyin gelişiminde ayrışma ve bireyleşme önemli bir yer tutmaktadır. Üniversiteli gençlerin birey olma sürecinde, ayrışma ve bireyleşme sürecinde deneyimlerden geçmeleri nedeniyle bu dönem önemlidir..Bu çalışma ile Marmara bölgesinde bulunan bir üniversitenin 2017-2018 öğretim yılında Eğitim Fakültesinin farklı bölümlerine kayıt yaptıran birinci sınıf öğrencilerinin bağlanma ve kişilik özellikleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu çalışma, betimsel ilişkisel tarama modelinde bir araştırmadır. Beş Faktör Kişilik Ölçeği ve Ebeveyn ve Arkadaşlara Bağlanma Envanteri (EABE) Kısa Formu ölçeği kullanılmıştır. Katılımcılar, 196 kadın ve 69 erkek olmak üzere toplam 267 kişidir. Örneklemi oluşturan öğrencilerin yaş ortalaması 18 dir. Çalışmanın sonucunda, katılımcıların anne ve baba bağlanma özellikleri ile dışa dönüklük, yumuşak başlılık ve uzlaşabilirlik özelliği arasında anlamlı ilişki bulunmuştur. Nevrotiklik ile baba bağlanma puanları arasında olumsuz yönde düşük anlamlı ilişki saptanmıştır. Anne/babaya güvenli bağlanma düzeylerinde cinsiyetin, anne öğreniminin ve kardeş sayısının etkili olduğu görülmüştür.

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“…One primary area of IS is interpersonal problem-solving skills, a set of basic intelligence processes that collect information about other people, comprehend it, interact with it and solve problems, seeking out a valid solution for all who are involved (Chang, D’Zurilla, & Sanna, 2009; Leshner, Tom, & Kern, 2013). Social competence takes shape based on previous interpersonal relationships, so childhood is considered a fundamental stage in its development, and context has a critical influence (Kesicioglu, 2015).…”

Section: Preadolescencementioning

confidence: 99%

Executive Functions and Interpersonal Skills in Preadolescents With High Family Risk: Effectiveness of a Multicomponent Intervention Program

Gómez-Pérez

Calero

Mata

2019

The Journal of Early Adolescence

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Growing up in a high family risk (HFR) environment is accompanied by difficulties in executive functions (EFs) and interpersonal skills (IS) that may persist into adulthood. Because preadolescence is a critical period, this study will assess a multicomponent mediational intervention program, to determine the possibility of improving these skills. There were 61 preadolescent participants, between the ages of 8 and 12; 34 were associated with HFR and 27 were associated with low family risk (LFR). All the participants were tested with EF and IS measures. Results showed that, prior to treatment, the HFR preadolescents had poorer performance on EF and IS than did the LFR preadolescents. In the posttreatment measures, to assess the utility of the multicomponent program, the HFR preadolescents group was able to match the scores of those in the LFR group. In addition, intervention effects in the HFR group were maintained in the follow-up assessment.

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Investigation Of Preschool Children's Interpersonal Problem Solving Skills

Cited by 11 publications

References 12 publications

Preschool Teachers’ Perspectives on Aggressive Behaviors in Children: A Qualitative Study

Preschool Teachers’ Perspectives on Aggressive Behaviors in Children: A Qualitative Study

The Relationship Between Parental Attachment And Personality Traits

Executive Functions and Interpersonal Skills in Preadolescents With High Family Risk: Effectiveness of a Multicomponent Intervention Program

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