Research Article
BibTex RIS Cite

Okul Öncesi Dönemde Mizaç ve Oyun Davranışları Arasındaki İlişkinin ve Oyun Davranışını Etkileyen Bazı Faktörlerin İncelenmesi

Year 2020, Volume: 6 Issue: 2, 66 - 79, 26.06.2020

Sibel Yoleri Gamzegül Tetik

Abstract

Bu araştırmanın amacı okul öncesi dönemde çocukların mizaç özellikleri ile oyun davranışları arasındaki ilişkiyi ve oyun davranışına etki eden faktörlerin belirlenmesidir. Çalışma grubu 251 çocuktan (128 kız (%51; 123 erkek (%49), ortalama yaş 5 yaş 8 ay) oluşmuştur. Araştırmada veri toplama araçları olarak “Çocuklar İçin Kısa Mizaç Ölçeği” ve “36-71 Aylık Çocuklar için Oyun Davranış Ölçeği” kullanılmıştır. Araştırmada veriler çocukların anneleri ve onların öğretmenlerinden elde edilmiştir. Öğretmenler 36-71 aylık Çocuklar İçin Oyun Davranış Ölçeğini, çocukların anneleri ise Çocuklar İçin Kısa Mizaç Ölçeğini doldurmuştur. Tüm çocuklar normal gelişim göstermektedir. Araştırmanın sonucunda, okul öncesi eğitim kurumlarına devam eden çocukların sosyal oyun davranışlarını sıklıkla, paralel oyun davranışlarını ara sıra, sessiz davranış ve tek başına oyun davranışlarını nadiren, itiş kakışlı oyun davranışlarını neredeyse hiç sergilemedikleri sonucuna ulaşılmıştır. Araştırma sonucunda, mizaç alt boyutlarından tepkisellik ve sıcakkanlılık/utangaçlık ile sosyal oyun, tek başına oyun ve itiş-kakışlı oyun arasında pozitif yönde anlamlı ilişki olduğu görülmüştür. Öte yandan mizacın sebat alt boyutu ile sessiz davranış ve itiş-kakışlı oyun arasında negatif yönde anlamlı bir ilişki tespit edilmiştir. Erkek çocukların kız çocuklara göre itiş kakış oyun davranışlarını daha çok sergiledikleri tespit edilmiştir. Araştırmanın sonucuna göre 49-60 aylık çocuklar daha fazla sessiz davranış sergilemektedir. Çocukların oyun davranışlarının kardeş sayısı değişkenine göre anlamlı düzeyde farklılaşmadığı sonucuna ulaşılmıştır.

Keywords

Mizaç Oyun davranışı

References

  • Ailwood, J. (2010). Playing with some tensions; Poststructuralim, foucault and early childhood education. In L Broker ve S.Edwards (Eds). Engaging Play. Maidenhead: Open University Pres, (210-222).
  • Akbulut, Y. (2013). Çocuk ve ergenlerde bilgisayar ve internet kullanımının gelişimsel sonuçları. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2) 53-68.
  • Aslan, Ö.M. (2013). Anaokuluna devam eden çocukların oyun davranışları ve oyunlarında ortaya çıkan zorbalık davranışlarının incelenmesi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü Doktora Tezi, Ankara.
  • Aslan, Ö.M. (2017). 36-71 aylık çocuklar için Oyun Davranış Ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(3), 897-910.
  • Aslan, Ö.M. (2018). Turkish and American preschoolers’, aggression and victimization behaviours in play context. Early Child Development and Care, 190(3), 348-363.
  • Baldry, A.C., & Farrington, D.P. (1999). Brief report: Types of bullying among Italian school children. Journal of Adolescence, 22(3), 423–426.
  • Bergen, D. (2001). Technology in the classroom: Learning in the robotic world: active or reactive. Childhood Education, 78(1), 249–250.
  • Billman, J., & McDevitt, S.C. (1980). Convergence of parent and observer ratings temperament with observations of peer interaction in nursery school. Child Development, 51(2), 395 – 400.
  • Buss, A.H., & Plomin, R. (1984). Temperament: Early developing personality traits. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24(4), 163–174.
  • Ceylan, Ş., & Kılınç, N. (2018). 5-6 yaş çocuklarının sosyal beceri ve problem davranışları ile oyun davranışları arasındaki ilişkinin incelenmesi. Kalem Uluslar arası Eğitim ve İnsan Bilimleri Dergisi, 8(1), 297-332.
  • Cha, H.K., & Shin, N. (2016). Effects of young children's multiple intelligences and temperament on their play behaviors. Korean Journal of Childcare and Education, 12(3), 79-97.
  • Choi, D.H., & Hyun, E. (2004). Examinations of young children’s gender-doing and gender-bending in their play dynamics: Across-cultural exploration. International Journal of Early Childhood, 36(1), 49-64.
  • Christie, J.F., & Roskos, K.A. (2006). Standards, science, and the role of play in early literacy education. In D.G. Singer, R.M. Golinkoff and K. Hirsh-Pasek (Eds) Play= Learning. Oxford: Oxford University Press.
  • Coplan, R.J., Rubin, K.H., Fox, N.A., Caulkins, S.D., & Stewart, S.L. (1994). Being alone, playing alone, and acting alone: Distinguishing among reticence, and passive and active solitude in young children. Child Development, 65(1), 129-137.
  • Coplan, R.J., & Rubin, K.H. (1998). Exploring and assessing non-social play in the preschool: The development and validation of the Preschool Play Behavior Scale. Social Development, 7(1), 72-91.
  • Coplan, R.J. (2000). Assessing nonsocial play in early childhood: Conceptual and methodological approaches. In K. Gitlin-Weiner, A. Sandgrund, & C. Schaefer (Eds.), Play diagnosis and assessment (2nd ed., pp. 563-598). New York: Wiley.
  • Coplan, R.J., Wichmann, C., & Lagacé-Séguin, D.G. (2001) Solitary-active play behavior: a marker variable for maladjustment in the preschool?. Journal of Research in Childhood Education, 15(2), 164-172.
  • Coplan, R.J., & Arbeau, K.A. (2008). The stresses of a “Brave New World”: Shyness and school adjustment in kindergarten. Journal of Research in Childhood Education, 22(4), 377-389.
  • Coplan, R. J., DeBow, A., Schneider, B.H., & Graham, A.A. (2009). The social behaviors of inhibited children in and out of preschool. British Journal of Developmental Psychology, 27(4), 891–905.
  • Denham, S., Mason, T., Caverly, S., Schmidt, M., Hackney, R., Caswell, C., & DeMulder, E. (2001). Preschoolers at play: Co-socialisers of emotional and social competence. International Journal of Behavioral Development, 25(4), 290-301.
  • Diener, M.L., & Kim, D. (2004). Maternal and child predictors of preschool children’s social competence. Journal of Applied Developmental Psychology, 25(1), 3–24.
  • Duman, G., & Temel, F. (2011). Türkiye ve Amerika Birleşik Devletleri’nde anasınıfına devam eden çocukların oyun davranışlarının incelenmesi. Kırıkkale Üniversitesi Sosyal Bilimler Enstitü Dergisi, 1(1), 279-298. Edwards, M.J., Jago, R., Sebire, S. J., Kesten, J.M., Pool, L., & Thompson, J.L. (2015). The influence of friends and siblings on the physical activity and screen viewing behaviours of children aged 5-6 years: A qualitative analysis of parent interviews. BMJ open, 5(5), 1-7.
  • Endendijk, J.J., Groeneveld, M.G., Van Berkel, S.R., Hallers-Haalboom, E.T., Mesman, J., & Bakermans-Kranenburg, M.J. (2013). Gender stereotypes in the family context: Mothers, fathers, and siblings. Sex Roles, 68(9-10), 577–590.
  • Ertürk, Y.D. (2011). Çocuk hakları ve medya el kitabı: Anne, baba, öğretmen ve medya çalışanları için, çocukluk çağı gelişim dönemlerine göre medya kullanımı. 1’inci Türkiye Çocuk Hakları Kongresi, İstanbul, 49-88.
  • Evans, C.A., Nelson, L.J., & Porter, C.L. (2012). Making sense of their world: Sensory reactivity and novelty awareness as aspects of temperament and correlates of social behaviours in early childhood. Infant and Child Development, 21(5), 503–520.
  • Fabes, R.A., Martin, C.L., & Hanish, L.D. (2003). Young children's play qualities in same‐, other‐, and mixed‐sex peer groups. Child Development, 74(3), 921-932.
  • Fantuzzo, J., Sekino, Y., & Cohen, H.L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children. Psychology in the Schools, 41(3), 323–336.
  • Farr, R.H., Forssell, S.L., & Patterson, C.J. (2010). Parenting and child development in adoptive families: Does parental sexual orientation matter?. Applied Developmental Science, 14(3), 164–178.
  • Farver, J.A.M., & Branstetter, W.H. (1994). Preschoolers’ prosocial responses to their peers’ distress. Developmental Psychology, 30(3), 334-341.
  • Fekkes, M., Pijpers, F.M.I., & Verloove-Vanhorick, S.P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81–91.
  • Fouts, H.N., Hallam, R.A., & Purandare, S. (2013). Gender segregation in early-childhood social play among the Bofi foragers and Bofi farmers in Central Africa. American Journal of Play, 5(3), 333-356.
  • Fromberg, D.P. (1999). A review of research on play. The early childhood curriculum: Current findings in theory and practice (3rd ed.), (Ed: Seefeldt, C.), 27-53.
  • Gagnon, S.G., Huelsman, T.J., Reichard, A.E., Kidder-Ashley, P., Griggs, M.S., Struby, J., & Bollinger, J. (2014). Help me play! Parental behaviors, child temperament, and preschool peer play. Journal of Child and Family Studies, 23(5), 872-884.
  • Gmitrova, V., Podhajecká, M., & Gmitrov, J. (2009). Children’s play prefences: Implications for the preschool education. Early Child Development and Care, 179(3), 339-351.
  • Goldsmith, H.H., Buss, A.H., Plomin, R., Rothbart, M.K., Thomas, A., Chess, S., et al. (1987). Roundtable: What is temperament? Four approaches. Child Development, 58(2), 505–529.
  • Göncü, A., Mistry, J., & Mosier, C. (2000). Cultural variations in the play of toddlers. International Journal of Behavioral Development, 24(3), 321–329.
  • Göncü, A.,Jain, J., & Tuermer,U. (2007). Children’s Play as Cultural Interpretation. In A. Göncü and S. Gaskins (Ed), Play and Development Evolutionary, Sociocultural and Functional Perspectives, Manwah, NJ: Lawrence Erlbaum,(155-178).
  • Henderson, H.A., Marshall, P.J., Fox, N.A., & Rubin, K.H. (2004). Psychophysiological and behavioral evidence for varying forms and functions of nonsocial behavior in preschoolers. Child Development, 75(1), 251-263.
  • Howes, C., Hamilton, C.E., & Matheson, C.C. (1994). Children’s relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65(1), 253-263.
  • Johnson, E.J., Christie, J.F., & Wardle, F.(2005). Play Development and Early Education. Boston: Pearson Education, Inc.
  • Kane, E.W. (2006). No way my boys are going to be like That!”Parents’ responses to children’s gender nonconformity. Gender and Society, 20(2),149-176.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kochanska, G. (1997). Multiple pathways to conscience for children with different temperaments: From toddlerhood to age 5. Developmental Psychology, 33(2), 228 – 240.
  • Kristal, J. (2005). The temperament perspective: Working with children’s behavioral styles. Baltimore, MD: Brookes Publishing.
  • Li, Y. H.,Ma, M.Y., & Li, W.C. (2014). The Study on Play ability of Toys for Children Based on Different Temperaments. In KEER2014. Proceedings of the 5th Kanesi Engineering and Emotion Research; International Conference; Linköping; Sweden; June 11-13 (No. 100, pp. 363-374). Linköping University Electronic Press.
  • Lindsey, E.W., & Colwell, M.J. (2003). Preschoolers’ emotional competence: Links to pretend and physical play. Child Study Journal, 33(1), 39-52.
  • Martin, C.L., & Fabes, R.A. (2001). The stability and consequences of young children’s same‐sex peer interactions. Developmental Psychology, 37(3), 431– 446.
  • Mendez, J.L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73(4), 1085-1100.
  • Moller, L.C., Hymel, S., & Rubin, K.H. (1992). Sex typing in play and popularity in middle childhood. Sex Roles, 26(7-8), 331-353.
  • Nelson, B., Martin, R.P., Hodge, S., Havill, V., & Kamphaus, R. (1999). Modeling the prediction of elementary school adjustment from preschool temperament. Personality and Individual Differences, 26(4), 687 – 700.
  • Ostrov, J.M., & Keating, C.F. (2004), Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development. 13(2), 255–277.
  • Özdemir, A.A., & Budak, K.S. (2019). Mizaç ve özdüzenlemenin çocukların oyun davranışını yordamadaki rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, 78-98.
  • Özyürek, A., Tezel Şahin, F., & Gündüz, Z.B. (2018). Nesilden nesile kültürel aktarımda oyun ve oyuncakların rolü. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 27(1), 1-12.
  • Pellegrini, A.D. (2009). The Role of Play in Human Development. New York: Oxford University Press.
  • Porter, C.L. (2009). Predicting preschoolers' social-cognitive play behavior: attachment, peers, temperament, and physiological regulation. Psychological reports, 104(2), 517-528.
  • Prior, M., Sanson, A.,&Oberklaid, F.(1989). The Australian Temperament Project. In GA Kohnstamm, JE Bates & MK Rothbart (eds). Temperament in childhood. Chichester: Wiley.
  • Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111–135.
  • Rudasill, K.M., & Rimm-Kaufman, S.E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107–120.
  • Rothbart, M.K., Ahadi, S.A., & Evans, D.E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology, 78, 122-135.
  • Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Social, Emotional, and personality development: Vol. 3. Handbook of Child Psychology (pp. 105-176). New-York: Wiley.
  • Rothbart, M.K., & Bates, J.E. (2006). Temperament. In N. Eisenberg, W. Damon, R.M. Lerner, N. Eisenberg, W. Damon, & R.M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 99–166). Hoboken, NJ: Wiley.
  • Sanson, A., Hemphill, S.A., & Smart, D. (2002). Temperament and social development. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development (pp. 97-115). Malden, MA: Blackwell Publishing.
  • Sanson, A., Hemphill, S.A., & Smart, D. (2004). Connections between temperament and social development: A review. Social Development, 13, 142–170.
  • Seifer, R. (2000). Temperament and goodness of fit: Implications for developmental psychopathology. In A. J. Sameroff, M. Lewis, & S.M. Miller (Eds.), Handbook of developmental psychopathology (2nd ed.) (pp. 257-276). Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Smith, C.R. (2002). Click on me! An example of how a toddler used technology in play. Journal of Early Childhood Literacy, 2(1), 5–20.
  • Schwartz, D., Dodge, K.A., Pettit, G.S., &Bates, J.E.(2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36(5), 646–662.
  • Tuğrul, B. (2013). Çocukta Oyun Gelişimi. Neriman Aral, Ümit Deniz, Adnan Kan (Ed.), Öğretmenlik Alan Bilgisi: Okul Öncesi Öğretmenliği. 245-269. Ankara: Alan Bilgisi.
  • Uygun, N., & Kozikoğlu, İ. (2019). Okul öncesi eğitim kurumlarına devam eden çocukların oyun davranışlarının incelenmesi. Anadolu Journal of Educational Sciences International, 9(2), 787-817.
  • Yağmurlu, B., & Sanson, A.(2009). The role of child temperament, parenting and culture in the development of prosocial behaviors. Australian Journal of Psychology, 61(2):77-88.
  • Yokuş, G., & Konokman, G.Y. (2019). Okul öncesi dönemde çocukların oyun davranışları düzeylerinin çeşitli değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 27(3), 1141-1148.
  • Youngblade, L.M., & Mulvihill, B.A. (1998). Individual differences in homeless preschoolers’ social behavior. Journal of Applied Developmental Psychology, 19(4), 593 – 614.
  • .

Year 2020, Volume: 6 Issue: 2, 66 - 79, 26.06.2020

Sibel Yoleri Gamzegül Tetik

Abstract

References

  • Ailwood, J. (2010). Playing with some tensions; Poststructuralim, foucault and early childhood education. In L Broker ve S.Edwards (Eds). Engaging Play. Maidenhead: Open University Pres, (210-222).
  • Akbulut, Y. (2013). Çocuk ve ergenlerde bilgisayar ve internet kullanımının gelişimsel sonuçları. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2) 53-68.
  • Aslan, Ö.M. (2013). Anaokuluna devam eden çocukların oyun davranışları ve oyunlarında ortaya çıkan zorbalık davranışlarının incelenmesi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü Doktora Tezi, Ankara.
  • Aslan, Ö.M. (2017). 36-71 aylık çocuklar için Oyun Davranış Ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(3), 897-910.
  • Aslan, Ö.M. (2018). Turkish and American preschoolers’, aggression and victimization behaviours in play context. Early Child Development and Care, 190(3), 348-363.
  • Baldry, A.C., & Farrington, D.P. (1999). Brief report: Types of bullying among Italian school children. Journal of Adolescence, 22(3), 423–426.
  • Bergen, D. (2001). Technology in the classroom: Learning in the robotic world: active or reactive. Childhood Education, 78(1), 249–250.
  • Billman, J., & McDevitt, S.C. (1980). Convergence of parent and observer ratings temperament with observations of peer interaction in nursery school. Child Development, 51(2), 395 – 400.
  • Buss, A.H., & Plomin, R. (1984). Temperament: Early developing personality traits. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24(4), 163–174.
  • Ceylan, Ş., & Kılınç, N. (2018). 5-6 yaş çocuklarının sosyal beceri ve problem davranışları ile oyun davranışları arasındaki ilişkinin incelenmesi. Kalem Uluslar arası Eğitim ve İnsan Bilimleri Dergisi, 8(1), 297-332.
  • Cha, H.K., & Shin, N. (2016). Effects of young children's multiple intelligences and temperament on their play behaviors. Korean Journal of Childcare and Education, 12(3), 79-97.
  • Choi, D.H., & Hyun, E. (2004). Examinations of young children’s gender-doing and gender-bending in their play dynamics: Across-cultural exploration. International Journal of Early Childhood, 36(1), 49-64.
  • Christie, J.F., & Roskos, K.A. (2006). Standards, science, and the role of play in early literacy education. In D.G. Singer, R.M. Golinkoff and K. Hirsh-Pasek (Eds) Play= Learning. Oxford: Oxford University Press.
  • Coplan, R.J., Rubin, K.H., Fox, N.A., Caulkins, S.D., & Stewart, S.L. (1994). Being alone, playing alone, and acting alone: Distinguishing among reticence, and passive and active solitude in young children. Child Development, 65(1), 129-137.
  • Coplan, R.J., & Rubin, K.H. (1998). Exploring and assessing non-social play in the preschool: The development and validation of the Preschool Play Behavior Scale. Social Development, 7(1), 72-91.
  • Coplan, R.J. (2000). Assessing nonsocial play in early childhood: Conceptual and methodological approaches. In K. Gitlin-Weiner, A. Sandgrund, & C. Schaefer (Eds.), Play diagnosis and assessment (2nd ed., pp. 563-598). New York: Wiley.
  • Coplan, R.J., Wichmann, C., & Lagacé-Séguin, D.G. (2001) Solitary-active play behavior: a marker variable for maladjustment in the preschool?. Journal of Research in Childhood Education, 15(2), 164-172.
  • Coplan, R.J., & Arbeau, K.A. (2008). The stresses of a “Brave New World”: Shyness and school adjustment in kindergarten. Journal of Research in Childhood Education, 22(4), 377-389.
  • Coplan, R. J., DeBow, A., Schneider, B.H., & Graham, A.A. (2009). The social behaviors of inhibited children in and out of preschool. British Journal of Developmental Psychology, 27(4), 891–905.
  • Denham, S., Mason, T., Caverly, S., Schmidt, M., Hackney, R., Caswell, C., & DeMulder, E. (2001). Preschoolers at play: Co-socialisers of emotional and social competence. International Journal of Behavioral Development, 25(4), 290-301.
  • Diener, M.L., & Kim, D. (2004). Maternal and child predictors of preschool children’s social competence. Journal of Applied Developmental Psychology, 25(1), 3–24.
  • Duman, G., & Temel, F. (2011). Türkiye ve Amerika Birleşik Devletleri’nde anasınıfına devam eden çocukların oyun davranışlarının incelenmesi. Kırıkkale Üniversitesi Sosyal Bilimler Enstitü Dergisi, 1(1), 279-298. Edwards, M.J., Jago, R., Sebire, S. J., Kesten, J.M., Pool, L., & Thompson, J.L. (2015). The influence of friends and siblings on the physical activity and screen viewing behaviours of children aged 5-6 years: A qualitative analysis of parent interviews. BMJ open, 5(5), 1-7.
  • Endendijk, J.J., Groeneveld, M.G., Van Berkel, S.R., Hallers-Haalboom, E.T., Mesman, J., & Bakermans-Kranenburg, M.J. (2013). Gender stereotypes in the family context: Mothers, fathers, and siblings. Sex Roles, 68(9-10), 577–590.
  • Ertürk, Y.D. (2011). Çocuk hakları ve medya el kitabı: Anne, baba, öğretmen ve medya çalışanları için, çocukluk çağı gelişim dönemlerine göre medya kullanımı. 1’inci Türkiye Çocuk Hakları Kongresi, İstanbul, 49-88.
  • Evans, C.A., Nelson, L.J., & Porter, C.L. (2012). Making sense of their world: Sensory reactivity and novelty awareness as aspects of temperament and correlates of social behaviours in early childhood. Infant and Child Development, 21(5), 503–520.
  • Fabes, R.A., Martin, C.L., & Hanish, L.D. (2003). Young children's play qualities in same‐, other‐, and mixed‐sex peer groups. Child Development, 74(3), 921-932.
  • Fantuzzo, J., Sekino, Y., & Cohen, H.L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children. Psychology in the Schools, 41(3), 323–336.
  • Farr, R.H., Forssell, S.L., & Patterson, C.J. (2010). Parenting and child development in adoptive families: Does parental sexual orientation matter?. Applied Developmental Science, 14(3), 164–178.
  • Farver, J.A.M., & Branstetter, W.H. (1994). Preschoolers’ prosocial responses to their peers’ distress. Developmental Psychology, 30(3), 334-341.
  • Fekkes, M., Pijpers, F.M.I., & Verloove-Vanhorick, S.P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81–91.
  • Fouts, H.N., Hallam, R.A., & Purandare, S. (2013). Gender segregation in early-childhood social play among the Bofi foragers and Bofi farmers in Central Africa. American Journal of Play, 5(3), 333-356.
  • Fromberg, D.P. (1999). A review of research on play. The early childhood curriculum: Current findings in theory and practice (3rd ed.), (Ed: Seefeldt, C.), 27-53.
  • Gagnon, S.G., Huelsman, T.J., Reichard, A.E., Kidder-Ashley, P., Griggs, M.S., Struby, J., & Bollinger, J. (2014). Help me play! Parental behaviors, child temperament, and preschool peer play. Journal of Child and Family Studies, 23(5), 872-884.
  • Gmitrova, V., Podhajecká, M., & Gmitrov, J. (2009). Children’s play prefences: Implications for the preschool education. Early Child Development and Care, 179(3), 339-351.
  • Goldsmith, H.H., Buss, A.H., Plomin, R., Rothbart, M.K., Thomas, A., Chess, S., et al. (1987). Roundtable: What is temperament? Four approaches. Child Development, 58(2), 505–529.
  • Göncü, A., Mistry, J., & Mosier, C. (2000). Cultural variations in the play of toddlers. International Journal of Behavioral Development, 24(3), 321–329.
  • Göncü, A.,Jain, J., & Tuermer,U. (2007). Children’s Play as Cultural Interpretation. In A. Göncü and S. Gaskins (Ed), Play and Development Evolutionary, Sociocultural and Functional Perspectives, Manwah, NJ: Lawrence Erlbaum,(155-178).
  • Henderson, H.A., Marshall, P.J., Fox, N.A., & Rubin, K.H. (2004). Psychophysiological and behavioral evidence for varying forms and functions of nonsocial behavior in preschoolers. Child Development, 75(1), 251-263.
  • Howes, C., Hamilton, C.E., & Matheson, C.C. (1994). Children’s relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65(1), 253-263.
  • Johnson, E.J., Christie, J.F., & Wardle, F.(2005). Play Development and Early Education. Boston: Pearson Education, Inc.
  • Kane, E.W. (2006). No way my boys are going to be like That!”Parents’ responses to children’s gender nonconformity. Gender and Society, 20(2),149-176.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kochanska, G. (1997). Multiple pathways to conscience for children with different temperaments: From toddlerhood to age 5. Developmental Psychology, 33(2), 228 – 240.
  • Kristal, J. (2005). The temperament perspective: Working with children’s behavioral styles. Baltimore, MD: Brookes Publishing.
  • Li, Y. H.,Ma, M.Y., & Li, W.C. (2014). The Study on Play ability of Toys for Children Based on Different Temperaments. In KEER2014. Proceedings of the 5th Kanesi Engineering and Emotion Research; International Conference; Linköping; Sweden; June 11-13 (No. 100, pp. 363-374). Linköping University Electronic Press.
  • Lindsey, E.W., & Colwell, M.J. (2003). Preschoolers’ emotional competence: Links to pretend and physical play. Child Study Journal, 33(1), 39-52.
  • Martin, C.L., & Fabes, R.A. (2001). The stability and consequences of young children’s same‐sex peer interactions. Developmental Psychology, 37(3), 431– 446.
  • Mendez, J.L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73(4), 1085-1100.
  • Moller, L.C., Hymel, S., & Rubin, K.H. (1992). Sex typing in play and popularity in middle childhood. Sex Roles, 26(7-8), 331-353.
  • Nelson, B., Martin, R.P., Hodge, S., Havill, V., & Kamphaus, R. (1999). Modeling the prediction of elementary school adjustment from preschool temperament. Personality and Individual Differences, 26(4), 687 – 700.
  • Ostrov, J.M., & Keating, C.F. (2004), Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development. 13(2), 255–277.
  • Özdemir, A.A., & Budak, K.S. (2019). Mizaç ve özdüzenlemenin çocukların oyun davranışını yordamadaki rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, 78-98.
  • Özyürek, A., Tezel Şahin, F., & Gündüz, Z.B. (2018). Nesilden nesile kültürel aktarımda oyun ve oyuncakların rolü. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 27(1), 1-12.
  • Pellegrini, A.D. (2009). The Role of Play in Human Development. New York: Oxford University Press.
  • Porter, C.L. (2009). Predicting preschoolers' social-cognitive play behavior: attachment, peers, temperament, and physiological regulation. Psychological reports, 104(2), 517-528.
  • Prior, M., Sanson, A.,&Oberklaid, F.(1989). The Australian Temperament Project. In GA Kohnstamm, JE Bates & MK Rothbart (eds). Temperament in childhood. Chichester: Wiley.
  • Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111–135.
  • Rudasill, K.M., & Rimm-Kaufman, S.E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107–120.
  • Rothbart, M.K., Ahadi, S.A., & Evans, D.E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology, 78, 122-135.
  • Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Social, Emotional, and personality development: Vol. 3. Handbook of Child Psychology (pp. 105-176). New-York: Wiley.
  • Rothbart, M.K., & Bates, J.E. (2006). Temperament. In N. Eisenberg, W. Damon, R.M. Lerner, N. Eisenberg, W. Damon, & R.M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 99–166). Hoboken, NJ: Wiley.
  • Sanson, A., Hemphill, S.A., & Smart, D. (2002). Temperament and social development. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development (pp. 97-115). Malden, MA: Blackwell Publishing.
  • Sanson, A., Hemphill, S.A., & Smart, D. (2004). Connections between temperament and social development: A review. Social Development, 13, 142–170.
  • Seifer, R. (2000). Temperament and goodness of fit: Implications for developmental psychopathology. In A. J. Sameroff, M. Lewis, & S.M. Miller (Eds.), Handbook of developmental psychopathology (2nd ed.) (pp. 257-276). Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Smith, C.R. (2002). Click on me! An example of how a toddler used technology in play. Journal of Early Childhood Literacy, 2(1), 5–20.
  • Schwartz, D., Dodge, K.A., Pettit, G.S., &Bates, J.E.(2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36(5), 646–662.
  • Tuğrul, B. (2013). Çocukta Oyun Gelişimi. Neriman Aral, Ümit Deniz, Adnan Kan (Ed.), Öğretmenlik Alan Bilgisi: Okul Öncesi Öğretmenliği. 245-269. Ankara: Alan Bilgisi.
  • Uygun, N., & Kozikoğlu, İ. (2019). Okul öncesi eğitim kurumlarına devam eden çocukların oyun davranışlarının incelenmesi. Anadolu Journal of Educational Sciences International, 9(2), 787-817.
  • Yağmurlu, B., & Sanson, A.(2009). The role of child temperament, parenting and culture in the development of prosocial behaviors. Australian Journal of Psychology, 61(2):77-88.
  • Yokuş, G., & Konokman, G.Y. (2019). Okul öncesi dönemde çocukların oyun davranışları düzeylerinin çeşitli değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 27(3), 1141-1148.
  • Youngblade, L.M., & Mulvihill, B.A. (1998). Individual differences in homeless preschoolers’ social behavior. Journal of Applied Developmental Psychology, 19(4), 593 – 614.
  • .
There are 73 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Sibel Yoleri

Gamzegül Tetik This is me

Publication Date June 26, 2020
Published in Issue Year 2020 Volume: 6 Issue: 2

Cite

APA Yoleri, S., & Tetik, G. (2020). Okul Öncesi Dönemde Mizaç ve Oyun Davranışları Arasındaki İlişkinin ve Oyun Davranışını Etkileyen Bazı Faktörlerin İncelenmesi. International Anatolia Academic Online Journal Social Sciences Journal, 6(2), 66-79.
 Download Cover Image


Dergimizin Tarandığı İndeksler

research-bib.jpgcosmos_logo_big.png  logo.png  idealonline%20logo.jpg  citefactor-300x101.jpg

logo1.jpgbase-1036x436.png  Logo_Horizontal.png pak.jpg

International Anatolia Academic Online Journal / Sosyal Bilimler Dergisi

e-ISSN 2148-3175

https://www.iaaoj.org