60-72 aylık çocukların sosyal becerilerinin anne ve öğretmen değerlendirmelerine göre incelenmesi
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Date
2012
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Eğitim Bilimleri Enstitüsü
Abstract
The purpose of this study is to analyze the social skills of 60- 72 months old children based on their mothers? and teachers? evaluation. This descriptive research of relational scanning model further investigates whether social skills of children vary according to different variables. It sought a correlation between the expectations and evaluations of teachers and mothers about their children?s social skills; in addition, examined whether social skills of children differ according to gender, duration of preschooling, educational background of mothers and their socio-economic status grounding these on the mothers? evaluation.The study group is 782 children of 60-72 months old enrolled in primary school kindergartens and independent kindergartens in Ankara affiliated with the Ministry of National Education. Data were collected using the teacher and parent form of Social Skills Rating System (SSRS/ 3-5 years old) and the Demographic Information Form. SSRS was completed by the mothers of 782 children and by their teachers (n=78). Validity and reliability studies of SSRS teacher and parent form conducted by the researcher revealed that its Turkish version can be used in Turkey as a reliable and valid assessment tool.Results suggest that expectations of teachers and mothers about the social skills of children are quite different. Most of the teachers (more than 50%) assessed the 12 skills as ?critical? while majority of mothers identified 15 skills as ?critical?. To mothers, the most important skill was perceived as ?Communicates problems to you?; on the other hand, it is the skill of ?Controls temper in conflict situations with peers? according to teachers. It can be seen that there is a weak correlation between the mothers? and teachers? assessment of children?s social skills. The evaluation of mothers showed that SSRS scale and sub-scale scores of 60- 72 months of children differ significantly according to their gender, duration of preschooling, educational background and socio-economic status of their mothers. Hence, girls outscored the boys in terms of social skills and were identified with fewer problem behaviors. As for the duration of preschooling, children who have enrolled in preschooling for more than 24 months had higher scores of social skills and lower levels of internalized problem behaviors than those who stayed in preschools for 6-12 months. Furthermore, it is seen that the higher educational level of mothers was the higher social skills scores got; while, problem behavior scores decreased. Similarly, children with mothers of high socio-economic background displayed higher scores of social skills and lower scores of problem behaviors.
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sosyal beceri, 60-72 aylık çocuk