Adaptation of General System Theory and Structural Family Therapy Approach to Classroom Management in Early Childhood Education

Sınıf yönetimine yönelik uygulamalar ve müdahaleler çoğunlukla davranışçı-bireysel öğrenme kuramlarını temel almaktadır. Davranışçı öğrenme kuramları bireyi ve bireyin davranışlarını uyarıcı-tepki bağı içerisinde ön plana çıkartarak çoğu zaman davranışın ortaya çıktığı bağlamı ve etkileşim örüntülerini görmezden gelmektedir. Bu araştırmanın temel amacı, sınıf ortamı ile aile yaşamı arasındaki benzerlikleri ortaya koyarak sınıf içerisinde oluşan yapıyı incelemektir. Bu araştırma kapsamında, okul öncesi öğretmenlerinin sınıf yönetimi kapsamındaki deneyimleri Genel Sistemler Kuramı ve Yapısal Aile Terapisi kuramsal çerçevesi temel alınarak analiz edilmiştir. Bu araştırmada, Adana ili Yüreğir ilçesinde bulunan bir bağımsız anaokulunda çalışan sekiz öğretmenle yıl içerisinde farklı dönemlerde olmak üzere ikişer defa görüşmeler yapılmıştır. Bu görüşmelerde öğretmenin sınıf içindeki deneyimleri ve karşılaştığı durumları nasıl algıladıkları sorulmuş, bu görüşmeler kaydedilmiş ve birebir dökümü alınmıştır. Toplanan veriler içerik analizi yapılarak analiz edilmiştir. Bulgular temel olarak; döngüsel davranış kalıpları, inanç ve değerler ve çevresel etkenler olmak üzere üç ana kategoride toplanmaktadır. Sonuç olarak, öğretmenlerin otorite kurabildiği, kuralların net ve beklentilerin tutarlı olduğu ve çocukların kendilerini ait hissettikleri sınıflarda davranış problemlerinin azaldığı ve pozitif bir sınıf atmosferinin oluştuğu görülmektedir. Bu bulgular aile araştırmaları bulgularıyla örtüşmektedir

Genel Sistemler Kuramının ve Yapısal Aile Terapisi Yaklaşımının Okul Öncesinde Sınıf Yönetimine Uyarlanması

The applications and interventions related to classroom management are often based on behaviorist learning theories. While focusing on the individual and the behavior, behaviorist learning theories often neglect the context and the patterns of communication through which the behavior arises. This study aims to examine the structure of a classroom by exploring the similarities between classroom and family life. General Systems Theory and Structural Family Therapy were used to explore and interpret preschool teachers' classroom management experiences. In this study, eight teachers working in an independent preschool in Yuregir, Adana, were chosen to be interviewed twice during different time in a year. These interviews were done to identify their classroom management approaches and explore the management problems that they were experiencing. The data were analyzed through qualitative content analysis. The findings fell into three main categories: behavioral patterns, belief systems and context. It was found that when teachers established a sense of authority in the classroom, when the rules and the expectations were clear and consistent, and when students formed a sense of belongingness in the classroom without sacrificing their sense of autonomy, then behavioral problems seemed to decrease. These findings correspond with those of family studies

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