Relational aggression in school settings : the efficacy of the First Step to Success intervention.

Dailey, Alicia L.

doi:10.18297/etd/2022

Cited by 1 publication

(1 citation statement)

References 88 publications

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“…Besides, it is important to understand the importance of preschool teachers who are the first mentors of young children following their parents (Ersan, 2015) and to determine which behaviours these teachers consider as aggressive behaviours. When the relevant literature is reviewed, it is seen that there have been many studies conducted in Turkey (Akcay & Ozcebe, 2012;Alisinanoglu & Kesicioglu, 2010;Amca & Oztug, 2016;Ari & Yaban, 2016;Ersan, 2020;Gultekin-Akduman, 2012;Ozdemir & Tepeli, 2016;Uysal & Dincer, 2013) as well as around the world (Carpender & Nagle, 2006;Dailey, 2015;Gower et al 2014;Ingram & Bering, 2010;Juliano et al 2006;Lindley, 2014;Morine et al 2011;Pathirana, 2016;Rich et al 2008;Runions & Shaw, 2013;Song et al 2015) in which teacher evaluations were used to determine preschool children's aggressive behaviour.…”

Section: Introductionmentioning

confidence: 99%

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

Ersan¹

2020

EUROPEAN J ED RES

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Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children's lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.

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Section: Introductionmentioning

confidence: 99%

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

Ersan¹

2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

Relational aggression in school settings : the efficacy of the First Step to Success intervention.

Cited by 1 publication

References 88 publications

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

Turkish Preschool Teachers’ Opinions on Aggression: Uncertainty of Relational Aggression

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