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Öğe Okul öncesi dönem çocuklarının saldırganlık düzeylerinin duygu ifade etme ve duygu düzenleme açısından incelenmesi(2020) Ersan, Ceyhun; Tok, ŞükranOkul öncesi dönem çocukları sosyal etkileşimleri sırasında zaman zaman saldırgan davranışlar gösterebilirler. Çocukların bu saldırgan davranışları çeşitli nedenlerle ortaya çıkabilir. Özellikle duygusal gelişimleri kapsamındaki bazı yeterlilikleri bu saldırgan davranışları üzerinde belirleyici rol oynayabilmektedir. Bu araştırmada okul öncesi dönem çocuklarının (3-5 yaş) duygu ifade etme ve duygu düzenleme becerilerinin saldırganlık düzeyleri ile olan ilişkisi incelenmiştir. Çalışmada Denizli il merkezinde resmi ve bağımsız anaokullarında eğitime devam eden 863 çocuk örneklem olarak belirlenmiştir. Çalışmada Okul Öncesi Sosyal Davranış Ölçeği-Öğretmen Formu, Çocuk Duygu İfade Etme Ölçeği-Anne Formu ve Duygu Düzenleme Ölçeği veri toplama amacıyla kullanılmıştır. Çocukların saldırganlık düzeyleri öğretmenleri tarafından, duygu ifade etme ve duygu düzenleme becerileri ise anneleri tarafından ilgili ölçme araçları aracılığıyla değerlendirilmiştir. Ölçme araçları aracılığıyla çocukların saldırganlık düzeyleri fiziksel ve ilişkisel saldırganlık alt boyutlarında; duygu ifade etme becerileri mutlu, üzgün, öfkeli ve korkmuş alt boyutlarında ele alınmıştır. Çocukların duygu düzenleme becerileri ise Duygu Düzenleme Ölçeği’nde yer alan tüm olumsuz maddelerin ters kodlanmasıyla elde edilen duygu düzenleme toplam puanına ek olarak duygu düzenleme ve değişkenlik/olumsuzluk alt boyutları çerçevesinde incelenmiştir. Araştırma verileri, çocukların fiziksel ve ilişkisel saldırganlık düzeylerinin cinsiyetleri bakımından anlamlı olarak farklılaşıp farklılaşmadığını belirlemek için t testi ile yaşları bakımından anlamlı olarak farklılaşıp farklılaşmadığını belirlemek için varyans analizi (ANOVA) ile analiz edilmiştir. Çocukların duygu ifade etme becerileri ve duygu düzenleme becerilerinin fiziksel ve ilişkisel saldırganlık düzeylerini yordama gücü hiyerarşik çoklu doğrusal regresyon analizi yardımıyla belirlenmeye çalışılmıştır. Araştırma sonuçları çocukların sadece fiziksel saldırganlık düzeylerinin cinsiyet değişkeni açısından anlamlı şekilde farklılaştığını ortaya koymaktadır. Bununla birlikte çocukların hem fiziksel hem de ilişkisel saldırganlık düzeylerinin yaşları bakımından anlamlı şekilde farklılaştığı görülmüştür. Regresyon analizinden elde edilen sonuçlara göre çocukların fiziksel saldırganlıkları öfkeli, üzgün ve korkmuş duygu ifade etme düzeyleri; duygu düzenleme alt boyutu olan değişkenlik/olumsuzluk düzeyleri ve duygu düzenleme toplam düzeyleri tarafından anlamlı şekilde yordanmaktadır. Ayrıca çocukların ilişkisel saldırganlıklarının öfkeli ve üzgün duygu ifade etme düzeyleri ile duygu düzenleme becerileri alt boyutu olan değişkenlik/olumsuzluk düzeyleri tarafından anlamlı şekilde yordandığı görülmüştür. Elde edilen bulgular alanyazında ilişkili çalışmalar kapsamında tartışılmış ve ulaşılan sonuçlar çerçevesinde hem uygulayıcılara hem de gelecek araştırmacılara çeşitli öneriler sunulmuştur.Öğe Physical aggression, relational aggression and anger in preschool children: The mediating role of emotion regulation(Routledge Journals, Taylor & Francis Ltd, 2020) Ersan, CeyhunIn early years, anger in children may cause aggressive behaviors. Previous studies show that the development of emotion regulation decreases anger and aggression in children. In this study, the mediating role of emotion regulation in the relationship between children's anger expression levels and their physical and relational aggression was investigated using structural equation modeling. The participants of the study consisted of 751 36- to 72-month old children living in Turkey (384 males, 50.7%; 367 females, 49.3%; average of age = 4.13; SD = .78). The data on anger-expressing levels and emotion-regulation skills of children were evaluated by their mothers, and the data on their physical and relational aggression levels were evaluated by their teachers. Expressions of anger indirectly predicted both physical aggression (beta = .14, p < .01) and relational aggression (beta = .10, p < .01) through emotion regulation significantly. The emotion regulation has the full mediator role in the relation between anger, physical, and relational aggression. The results further showed that children's feelings of anger may not turn into aggressive behavior, thus the study emphasizes the importance of supporting the development of emotion-regulation skills in the preschool period.Öğe The effect of foreign language education on preschoolers’ native language development(International Journal of Research in Education and Science, 2020) Uslu, Banu Baç; Ersan, CeyhunThe purpose of the present study was to examine how foreign language education may affect preschool children’s native language development. The study was carried out with 70 children who were 48-60 months-old and attending a public preschool in Alanya, a district of Antalya, in Turkey. The research method of the study was Solomon Four-Group Design. Turkish Early Language Development Test (Tedil-3) was the data collection tool and used to measure children’s native language skills. The experimental process took 8 weeks. Mann Whitney U and Wilcoxon Signed Ranks Tests were used in the analysis of the data, as the data did not show normal distribution. After determining the effect of the experimental procedure, the children included in the control groups also benefitted from the same experimental procedure for 8 weeks under the ?right to benefit from the experiment process? which has never been applied before in any studies in Turkey. Within the framework of the literature, findings were discussed and various suggestions were presented. © 2020, International Journal of Research in Education and Science. All rights reserved.Öğe The pre-school children's ability to express their emotions as a predictor of mother-child conflict(Natl Izdatelstvo Az Buki, 2019) Ersan, CeyhunIn this study, pre-school children (36 - 72 months) examined whether their ability to express their positive and negative feelings has a predictive effect on their level of conflict with their mothers. For this purpose, data were collected from the mothers of 594 children, who were educated in the kindergartens in Denizli province centre during the fall semester of 2017 - 2018. "Child Emotion Expressiveness Scale - Mother Form" was used to determine children's ability levels of expressing their emotions and "Child-Parent Relationship Scale" was used to determine children's levels of conflicts with their mothers. In the analysis of the data, the stepwise linear multiple regression analysis was used to learn power of the children's ability to express their feelings of happiness, sadness, anger and fear in the prediction of their conflict levels with their mothers. Prior to the analysis, the suitability of the data set for regression analysis was examined in terms of the normality test, autocorrelation and multiple correlation problems, and the necessary assumptions were met. The findings of the study reveal that the children's expressing their feelings of anger, sadness and happiness are significant predictors of mother-child conflict. In this context, the expression of anger feeling is a positive predictor of mother-child conflict, while expressing feelings of sadness and happiness are negative predictors of mother-child conflict. Finally, it has been seen that expressing fear has no predictive effect on the mother-child conflict.Öğe Turkish preschool teachers’ opinions on aggression: Uncertainty of relational aggression(Eurasian Society of Educational Research, 2020) Ersan, CeyhunAggression 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. © 2020 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
