The Effects of Age, Gender, and Temperament Traits on School Adjustment for Preschool Children/ Yaş, Cinsiyet ve Mizaç Özelliklerinin Okul Öncesindeki Çocukların Okula Uyumları Üzerindeki Etkileri

Abstract

The aim of this study is to examine the relation between age, gender and temperamental traits (approach-withdrawal, persistence, rhythmicity and reactivity) of 5-6 year old children and school adjustment. The sample of the study consists of 91 children selected by simple random sampling method among children attending preschool education classes at the city of Çorum in Turkey. Data of the study was collected by Teacher Rating Scale of School Adjustment developed by Ladd, Kochenderfer and Coleman (1996) and The Short Temperament Scale for Children developed by Prior, Sanson & Oberklaid (1989). Teachers of the children were asked to complete the Teacher Rating Scale of School Adjustment for each child in their classroom. Also, parents were asked to complete Short Temperament Scale for Children to determine the temperament traits of their child. Results of the study reveal that there are significant relations between age, temperamental traits and school adjustment among 5-6 year old children. However, gender has not been found to correlate directly with school adjustment.

5-6 Yaş Çocuklarinin Öz Düzenleme Beceri̇leri̇ni̇n Okul Uyumu İle İli̇şki̇si̇

“…Çocukların okula uyumu ve yaş arasında bir ilişki olup olmadığı ile ilgili birçok araştırma mevcuttur. Bu araştırmaların çoğu okula uyum sorununun daha çok küçük yaş grubu çocukları tarafından yaşandığını göstermektedir (Bağçeli Kahraman, 2018;Yoleri, 2014;Datar, 2006;Stipek ve Byler, 2001). Küçük yaş grubu çocuklarının okula uyumunu etkileyen birçok etmenden söz etmek mümkündür.…”

“…Cinsiyetin okula uyum becerileri ile ilişkili olduğunu gösteren çalışmaların yanında cinsiyet ile uyum arasında bir ilişki olmadığını ortaya çıkaran çalışmalarında olduğunu görmek mümkündür (Yoleri, 2014;Sarı, 2007;Özgülük, 2006;Çıkrıkçı, 1999). Cinsiyet ile okula uyum arasında anlamlı bir farkın ortaya çıkmadığını gösteren çalışmalardaki çocukların, ebeveynleri tarafından uyum sağlama konusunda desteklendiği ve cinsiyet farkının okula uyuma etkisinin bu sebeple en aza indirgendiği düşünülmektedir.…”

The Relationship Between Preschool Children’s Social Competence Skills and Their Ability to Communicate With Their Mothers

“…Behavioral problems are generally classified as internalizing (e.g. Morgan, Izard & Hyde, 2013) and externalizing behavioral problems (Yasar Ekici, 2014;Yoleri, 2014). Behaviors such as peer rejection (e.g.…”

Psychometric Properties of the School Liking and Avoidance Questionnaire in a Turkish Preschool Sample

“…Many variables of the child such as child's temperament (Al-Hendawi 2010;Lengua, Wolchik, Sandier, & West, 2000;Morris et al, 2002;Yoleri, 2014), self-esteem (Kaya & Akgün 2016), cognitive readiness and intelligence (Pianta & McCoy, 1997;Reynolds, 1991), executive functions (Sasser, Bierma, & Heinrichs, 2015), self-regulation skills (Morrison, Ponitz, & McClelland, 2010;Williams, Nicholson, Walker, & Berthelsen, 2016) social skills and behavioral problems (Chen, Rubin, & Li, 1995;Ladd, 2006;Ladd & Burgess, 2001) academic skills (Ladd et al, 2000) have been extensively studied by researchers. In addition, factors such as, gender (O'Connor & McCartney, 2007;Yoleri, 2014), socioeconomic level (Ackerman, Brown, & Izard, 2004;Duncan & Brooks-Gunn, 2000), race/ethnicity (Downer, Goble, Myers, & Pianta, 2016), parenting style (Myers, 2007), the quality of the preschool education program (Pianta, La Paro, Payne, Cox, & Bradley, 2002), class climate (Carson & Templin, 2007;Hamre & Pianta, 2001;Jennings & Greenberg, 2009;Robinson, 2013) activities to support adjustment to school employed by teachers and parents (Copeman-Petig, 2015;LoCasale-Crouch, Mashburn, Downer, & Pianta, 2008;Schulting, Malone, & Dodge, 2005) and family participation (Anguiano, 2004;Copeman-Petig, 2015) have been considered by researchers. Another important factor that affects children's adjustment to school is social relations at school.…”