Okulöncesi Eğitime Devam Eden Atipik ve Tipik Gelişim Gösteren Çocukların Saldırganlıklarının ve Akran Şiddetine Maruz Kalma Düzeylerinin Belirlenmesi

Ümit Şahbaz,Gülşah Yüce

doi:10.9779/pauefd.740329

Abstract

The present study aimed to determine aggression and exposure to peer victimization levels of children attending preschool education and displaying atypical and typical development. The study group consisted of 60 children with atypical and 60 with typical development who attended inclusive education activities in state kindergartens and preschools affiliated to primary education in Burdur and Isparta and the town of Soma in Manisa district. The data was collected using The Child Behavior Scale developed by Ladd and Profilet (1996), The Peer Victimization Scale developed by Ladd and Kochenderfer (2002), and the Personal Information Form developed by the researcher. The data were analyzed using correlation calculations with Mann Whitney U and Two-Factor ANOVA techniques on SPSS 16.0. At the end of the study, a positive relation was found between aggression and exposure to preschool children's peer victimization levels displaying atypical and typical development. The aggression level of children with atypical and typical development increases parallel with their exposure to peer victimization. No significant relation was found between atypically and typically developing children’s aggression and exposure to peer victimization levels and their genders and age groups. Moreover, levels of exposure to peer victimization did not differ by children’s state of having atypical or typical development.

Highlights

Preschool period lays the foundations of human life and is the period when the child’s development is fast, and learning capacity is the highest (Oktay, 2005; Yıldırım & Durmuşoğlu, 2009)
Two way ANOVA was applied in the parametric groups to compare aggression and peer victimization levels by some variables
It is seen that there is a significant positive relation (r=0,475) between the aggressive behaviors with peers and peer victimization exposure of the children displaying typical development who participated in the study

Summary

Introduction

Preschool period lays the foundations of human life and is the period when the child’s development is fast, and learning capacity is the highest (Oktay, 2005; Yıldırım & Durmuşoğlu, 2009). With the educational environments appropriate for children created by preschool education institutions, children both become aware of their self-existence and learn what society expects from them (Yıldırım & Durmuşoğlu, 2009). During this period, children displaying both typical and atypical development develop behaviors suitable for the expectations of the society they live. Children with typical (normal) development are those who demonstrate proper behaviors expected by their society. On the other hand, are those who have a diagnosed developmental disability or delay; or carry a risk for a developmental delay (Bakkaloğlu, Yılmaz, Könez, & Yalçın, 2018)

Methods

Results

Conclusion