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Okul Öncesi Öğretmenlerinin Görüş ve Uygulamalarının İncelenmesi: Pekiştirme ve Cezalandırma Yaklaşımlarının Analizi

Year 2024, Volume: 6 Issue: 1, 59 - 82, 02.03.2024

Ayten Kurşun Feyza Nur Şen

https://doi.org/10.47793/hp.1363000

Abstract

Bu çalışmada okul öncesi öğretmenlerinin pekiştirme ve cezalandırma kullanımları davranışsal yaklaşım ışığında incelenmiştir. Araştırmada, özel sektörde görev yapan okul öncesi eğitimcilerinin pekiştirme ve ceza uygulamalarına ve görüşlerine odaklanılmıştır bu açıdan fenomolojik desen (olgubilim) yönteminden yararlanılmıştır. Pekiştirme ve ceza ile ilgili düşünceleri ve uyguladıkları uygulamalar hakkında yarı yapılandırılmış görüşme yöntemiyle açık uçlu sorular sorulmuştur. Sonuç olarak dört açık uçlu soru sorulmuş, öğretmenlerin yanıtları kaydedilmiş ve yazıya dökülmüştür. Öğretmenlerin cevapları araştırmacı tarafından kaydedilmiş ve tematik analiz yöntemiyle incelenip, kodlanmış ve yorumlanmıştır. Öğretmenlerin pekiştirme ve ceza yöntemini büyük ölçüde desteklediği ve bu konuda olumlu görüşlere sahip oldukları ortaya konulmuştur. En çok savunulan görüş, pekiştirme yönteminin çocuğun motive olmasına yardımcı olduğu görüşü iken, en çok kullanılan pekiştirme uygulaması sözel onaydır. Öğretmenlerin ceza konusunda tereddütleri olsa da çoğu öğretmen cezanın sınıf ortamlarında bir disiplin yöntemi olarak ve istenmeyen davranışları azaltmak için kullanılmasını desteklemiştir. En çok kullanılan ceza uygulamasının mola (time-out) olduğu sonucuna varılmıştır. Bu bulgular doğrultusunda, okul öncesi öğretmenlerinin davranışçı tekniklerin sınıfta kullanılması konusunda olumlu düşünceleri olduğu sonucuna varılmıştır.

Keywords

pekiştirme cezalandırma sınıf yönetimi davranışçı ekol

Ethical Statement

Etik Beyan'ı Yüksek lisans dersi kapsamında bu makaleyi yazdığımız için bizim adımıza Feyza Tantekin Erden almıştır ve derste başarılı bir şekilde makale sunulduktan sonra EJER'de de sunulmuştur.

Supporting Institution

Orta Doğu Teknik Üniversitesi

Project Number

646DCBE70214B

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Examining the Views and Practices of Preschool Teachers: An Analysis of Reinforcement and Punishment Approaches

Year 2024, Volume: 6 Issue: 1, 59 - 82, 02.03.2024

Ayten Kurşun Feyza Nur Şen

https://doi.org/10.47793/hp.1363000

Abstract

In the present study, an investigation was conducted into preschool teachers' utilization of reinforcement and punishment within the framework of the behavioral approach. The study concentrated on examining the reinforcement and punishment strategies, along with the perspectives of preschool teachers employed in the private sector. A phenomenological study method was employed, wherein open-ended questions were presented through a semi-structured interview format to solicit the thoughts and practices of the teachers concerning reinforcement and punishment. Four open-ended questions were asked, and the responses provided by the teachers were meticulously recorded and transcribed. Subsequently, the recorded responses underwent analysis, coding, and interpretation using the thematic analysis method. The findings illuminated a prevalent inclination among teachers to endorse the use of reinforcement and punishment, reflecting a generally positive sentiment toward these behavioral methods. Notably, the reinforcement method received robust support, with many teachers asserting its efficacy in motivating children. Among the various reinforcement practices, verbal approval emerged as the most frequently employed. Conversely, while some reservations were expressed regarding the use of punishment, a substantial number of teachers advocated for its utilization as a disciplinary method to address undesirable behaviors within the classroom. The most frequently implemented form of punishment was identified as time-out. In summation, the research indicates that preschool teachers harbor affirmative ideas towards the incorporation of behaviorist techniques in their classroom management approaches.

Keywords

reinforcement punishment classroom management behaviorist approach

Project Number

646DCBE70214B

References

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  • Adibsereshki, N., Abkenar, S. J., Ashoori, M., & Mirzamani, M. (2015). The effectiveness of using reinforcements in the classroom on the academic achievement of students with intellectual disabilities. Journal of Intellectual Disabilities, 19(1), 83-93. https://doi.org/10.1177/1744629514559313
  • Araiba, S. (2020). Current diversification of behaviorism. Perspectives on behavior science, 43(1), 157-175. https://doi.org/10.1007/s40614-019-00207-0
  • Atkinson, J. W., & Reitman, W. R. (1956). Performance as a function of motive strength and expectancy of goal-attainment. The Journal of Abnormal and Social Psychology, 53(3), 361. https://doi.org/10.1037/h0043477
  • Axelrod, S. (1996). What's wrong with behavior analysis? Journal of Behavioral Education, 247-256.https://www.jstor.org/stable/41824127
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Bhanji J.P, Delgado M.R. (2014) The social brain and reward: social information processing in the human striatum. Wiley Interdiscip Rev Cogn Sci, 5(1):61-73. https://doi.org/10.1002/wcs.1266
  • Bulut, M. S., & İflazoğlu, A. (2007). Anasınıfı öğretmenleri ile öğretmen adaylarının sınıfta karşılaştıkları problem davranışlar ve bu davranışlara yönelik geliştirdikleri stratejiler: nitel bir çalışma örneği. Avrupa Birliği sürecinde okul öncesi eğitimin bugünü ve geleceği sempozyum kitabı. (Ed. N. Aral ve B. Tuğrul). Ya-Pa Yayınları.
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  • Cohen, J. H., & Amidon, E. J. (2004). Reward and punishment histories: A way of predicting teaching style? The Journal of Educational Research, 97(5), 269-280. https://doi.org/10.3200/JOER.97.5.269-280
  • Corralejo, S. M., Jensen, S. A., Greathouse, A. D., & Ward, L. E. (2018). Parameters of time-out: Research update and comparison to parenting programs, books, and online recommendations. Behavior therapy, 49(1), 99-112. https://doi.org/10.1016/j.beth.2017.09.005
  • Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59, 487-510. https://doi.org/10.1007/s11423-010-9173-2
  • Clarke, V., & Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3), 297-298. https://doi.org/10.1080/17439760.2016.1262613
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: SAGE Publications (pp. 58-72).
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson. (pp. 204- 220).
  • Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of educational research, 71(1), 1-27. https://doi.org/10.3102/00346543071001001
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  • Freire, P. (2020). Pedagogy of the oppressed. In Toward a Sociology of Education (pp. 374-386).
  • https://doi.org/10.1080/00405840902776228
  • Glover, J. A., & Ronning, R. R. (Eds.). (2013). Historical foundations of educational psychology. (pp. 138-141). Springer Science & Business Media
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  • Han, B., & Altunhan, M. (2022). Okul öncesi öğretmenlerinin ödül ve ceza uygulamalarına yönelik görüşleri. Erken Çocukluk Çalışmaları Dergisi, 6(2), 480–505. https://doi.org/10.24130/eccdjecs.1967202262309
  • Hendijani, R., Bischak, D. P., Arvai, J., & Dugar, S. (2016). Intrinsic motivation, external reward, and their effect on overall motivation and performance. Human Performance, 29(4), 251-274. https://doi.org/10.1080/08959285.2016.1157595
  • Hilgard, E. R., & Bower, G. H. (1966). Theories of learning (3rd ed.). Appleton-Century-Crofts. p.554-555 https://doi.org/10.1007/BF03395771
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Details

Primary Language Turkish
Subjects Educational Psychology
Journal Section Research Articles
Authors

Ayten Kurşun 0009-0001-2766-3918

Feyza Nur Şen 0009-0008-1072-3161

Project Number 646DCBE70214B
Publication Date March 2, 2024
Submission Date September 19, 2023
Published in Issue Year 2024 Volume: 6 Issue: 1

Cite

APA Kurşun, A., & Şen, F. N. (2024). Okul Öncesi Öğretmenlerinin Görüş ve Uygulamalarının İncelenmesi: Pekiştirme ve Cezalandırma Yaklaşımlarının Analizi. Humanistic Perspective, 6(1), 59-82. https://doi.org/10.47793/hp.1363000
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