Berrin AKMAN, Gülden BALAT UYANIK, Zeynep ŞİMŞEK

Okul Öncesi Eğitim Alan Çocukların Davranış Problemlerinin Anne ve Öğretmen Değerlendirmeleri Açısından Karşılaştırılması

Bu çalışmada okul öncesi eğitimi alan altı yaş grubu çocukların davranış sorunlarının aileleri ve öğretmenleri tarafından değerlendirilmelerinin karşılaştırmalı olarak incelenmesi amaçlanmıştır. Araştırmada 60 erkek 61 kız çocuk olmak üzere 121 çocuğun annelerinden ve öğretmenlerinden veri toplanmıştır. Veri toplama aracı olarak 4-18 yaş Çocuk ve Gençlerde Davranış Değerlendirme Ölçeği(CBCL/4-18) ve Öğretmen Bilgi Formu (TRF /5-18) kullanılmıştır. Çocuk ve Gençlerde Davranış Değerlendirme Ölçeğinin ve Öğretmen Bilgi Formunun alt testlerinde anne ve öğretmen arasındaki korelasyon katsayıları incelendiğinde düşük ve orta düzeyde anlamlı bir ilişki olduğu (r=0.183 r= 0.355, p

A Comparative Study on Mothers' and Teachers' Evaluation of Behavior Problems of Children Attending Preschool Education

This study aims to make a comparative analysis of families’ and teachers’ evaluation of behavior problems among children at the age of six, receiving preschool education. The data of the study were collected from the mothers and teachers of 60 male and 61 female children. Data collection instruments are Child Behavior Checklist for Ages 4-18 (CBCL/4-18) and Teacher Report Form (TRF/5-18).The correlations between mothers and teachers in the subtests of Child Behavior Checklist and Teacher Report Form show that the relationship is of low and intermediate significance (r=0.183 r= 0.355, p

PDF

___

Achenbach, T M., McConoughy, S H. ve Howell, C T. (1987). Child/adolescant behavioral and emotional problems: implications of cross-informant correlations for situational specificity. Pyscholgical Bulletin 41, 213-232.
American Psychiatric Association. (1994). Diagnostic and statistical manual mental disorders Washington, DC: U.S.
Briggs-Gowan, M. J., Carter, A. S. ve Schwab-Stone, M. (1996). Discrepancies among mother, child and teacher reports: Examining the contributions of maternal depression and anxiety. Journal of Abnormal Child Psychology, 24, 749-765.
Brooks-Gunn, J., Duncan, G. ve Abet, J. L. (1997). Neihborhood poverty: Context and consequences for children, 1 New York Russell Sage Foundation.
Cai, X., Kaiser, A. P. ve Hancock, T. B. (2004). Parent and teacher agreement on child behaviour checklist items in a sample of preschoolers from low income and predominantly african american families, Journal of Clinical Child and Adolescent Psychology, 33 (2), 303-312.
Duncan, G. J., Brooks-Gunn J. ve Klebanov P.K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296-318.
Eiden, R D. (1999). Expousure to violence and behaviour problems: The validation of a new inventory Journal of Interpersonal Violence,14, 1299-1344.
Epkins, C. C.(1996). Parent ratings of children’s depression, anxiety and aggression:A cross sample analysis of agreement and difference with child and teacher ratings. Journal of Clinical Psychology, 52, 599-608.
Erol, N., Kılıç, C., Ulusoy, M., Keçeci, M. ve Şimşek, Z. (1998). Türkiye ruh sağlığı profili raporu. T.C. Sağlık Bakanlığı Sağlık Projesi Genel Koordinatörlüğü.
Greenberg, M.T., Domitrovich, C. ve Bumberger, B. (2001). The prevention of mental disorders in school-aged children: Current issues state of the field. Prevention and Treatment (4),27-47. (Akt.Gökler, I.(2003). Türk Psikoloji Bülteni, 9, (30-31),114-119.
Kaizer, A. E., Hancock, B. T., Cai, X., Foster, E.M. ve Hester P.P. (2000). Parent reported behavioral problems and language delays in boys and girls enrolled in Head Start Clasrooms, Behavioral Disorders, 26, 26-41.
Kazdin A. (1995). Conduct disorders in childhood and adolescence. Thousand Oaks, CA: Sage.
Kargı, E., Erkan, S. (2004). Okul öncesi dönem çocuklarının davranışlarının psikolojik belirtiler yönünden incelenmesi (Ankara ili örneği). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,27,135-144.
Kolko,D.J., Kazdin, A.E.(1993).Emotional/behavioral problems in clinic and nonclinical children:Correspondence among child, parent and teacher reports. Journal of Child Psychology and Psychiatry, 34, 991-106
Lavigne, J.V., Gibbons, R.D., Christoffel, K.K., Arend, R., Rosenbaum, D. et all. (1996). Prevalance rates and corralates of psyhiatric disorders among preschool children Journal of the Americam Academy of Child And Adolecent Psychiatry 35, 204-214.
Mendez, J.L., Fantuzzo J. ve Cicchetti D. (2002). Profiles of social competence among low income African American preschool children, Child Development,73, 1085-1101.
Mitsis, E. M., McKay K. E., Schulz, K. P., Newcorn, J. H., Halperin, J. M., (2000). Parent teacher concerdance for DSM IV attention deficit hyperactivity disorder in clinic referred sample. Journal of the American Academy of Child and Adolescent Psychiatry,39, 308-313.
Odom, S.L.(2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, p:20-27. Akt. Kargı, E., Erkan, S. (2004). Okul öncesi dönem çocuklarının davranışlarının psikolojik belirtiler yönünden incelenmesi (Ankara ili örneği). H.Ü. Eğitim Fakültesi Dergisi, 27, 135-144.
Stormont, M. (2002). Externalizing behaviour problems in young children:Contributing factors and early intervention, Psychology in Schools, 39,127-138.
Tomblin, J.B., Zhang, X., Buckwalter, P., Carts, H. (2000). The association of reading disability behavioral disorders and language impairment among second grade children. Journal of Child Psychology and Psychiatry,41 473-482.
Youngstrom, E,. Loeber, R. ve Stouthamer- Loeber M. (2000). Patterns and corralates of agreement between parent, teacher and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology 68, 438-450.