The Long and Short-Term Effects of Problems Experienced by Young Children in Their Peer Relationships on Social and Emotional Development

Abstract

The purpose of this study is to examine the long and short-term effects of aggressive behaviour with peers, asocial behaviours with peers, and excluded by peers levels of preschool children on the social-emotional variables (making contact-social performance and self-control-thoughtfulness). In this study, where five-yearold children were included, the pre-school education teachers completed the Child Behaviour Scale (aggressive with peers, asocial behaviours with peers and excluded by peers subscales) and Social-Emotional Well-Being and Resilience Scale (making contact-social performance and self-control-thoughtfulness subscales). According to the findings of the study, the problems in peer relationships decreased in the second measurements compared to the first measurements, while the social-emotional variables increased in the second measurements compared to the first measurements. In the study, the three problems faced in peer relationships predicted at least one of the social-emotional well-being variables both in the short-term and the long-term. This result may be interpreted as the fact that peer relationships have strong effects on social and emotional development.

Investigation of the Opinions of Drama Leaders on Drama Education and Activities

“…In the preschool period, one of the important developmental stages of the individual, the quality of the education that children will go through and the healthy design of the stimuli around them are very effective in their learning and development processes (Bulut, 2020;Durmuşoğlu-Saltalı, 2021;Gülay-Ogelman et al, 2021). One of the most effective methods that play a role in the education and training of children, helps them discover their development, and structures their behaviors is drama (Clement, 2021).…”