___

• Akman, B., & Gülay, H. (2010). The social skills of six-year-old Turkish children: a comparison by gender. Vulnerable Children and Youth Studies, 5(4), 330-343. https://doi.org/10.1080/17450128.2010.507809
• Asi, D., & Karabay, S. (2022). Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills. SN Social Sciences, 2(12), 1-22.
• Atalay, A. (2010). Akran zorbalığı gösterme ve akran zorbalığına maruz kalmanın cinsiyet, yaş, sosyoekonomik düzey, anne-baba tutumları, arkadaş ilişkileri ve benlik saygısı ile ilişkisi [Relationship of peer-bullying and peer victimization with gender, age, socioeconomiclevel, parental attitudes, peer relations and self-esteem]. (Unpublished master’s thesis). Dicle University.
• Avcıoğlu, H. (2017). Classroom teachers’ behaviors and peers’ acceptance of students in ınclusive classrooms. Educational Sciences: Theory & Practice, 17(2), 463-492. https://doi.org/10.12738/estp.2017.2.0034
• Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. https://doi.org/10.1016/j.jsp.2006.02.002
• Banks, J., McCoy, S., & Frawley, D. (2018). One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools, European Journal of Special Needs Education, 33(3), 396-411, https://doi.org/10.1080/08856257.2017.1327397
• Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental psychology, 34(5), 934. http://www.sciepub.com/reference/78683
• Brandley, L. (2001). Competing cues and prospective memory. 2001 pacific undergraduate research and creativity conference (pure). https://scholarlycommons.pacific.edu/purcc/2001/events/25/
• Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230-242.
• Chen, X., Chang, L., & He, Y. (2003). The peer group as a context: Mediating and moderating effects on relations between academic achievement and social functioning in Chinese children. Child Development, 74(3), 710-727. https://doi.org/10.1111/1467-8624.00564
• Chudgar, A., & Sankar, V. (2008). The relationship between teacher gender and student achievement: Evidence from five Indian states. Compare, 38(5), 627-642. https://doi.org/10.1080/03057920802351465
• Dasioti, Α, & Kolaitis, G. (2018). Βullying and the mental health of schoolchildren with special educational needs in primary education. Psychiatriki, 29(2), 149-159. https://doi.org/10.22365/jpsych.2018.292.149
• Dobbs, J., Arnold, D. H., & Doctoroff, G. L. (2004). Attention in the preschool classroom: The relationships among child gender, child misbehavior, and types of teacher attention. Early Child Development and Care, 174(3), 281–295.
• Erten, H. (2012). Okul öncesi eğitime devam eden 5-6 yaş çocuklarının sosyal beceri, akran ilişkileri ve okula uyum düzeyleri arasındaki ilişkilerin izlenmesi [Following relations of 5-6 year-old children, who attend preschool education, in terms of social skills, peer relationships and school adjustment levels] (Unpublished master’s thesis). Pamukkale University.
• Freire, S., Pipa, J., Aguiar, C., Vaz da Silva, F., & Moreira, S. (2020). Student–teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46(3), 480-499.
• Garcia-Reid, P. (2007). Examining social capital as a mechanism for improving school engagement among low income Hispanic girls. Youth & Society, 39(2), 164-181. https://doi.org/10.1177/0044118X07303263
• Gülay, H. (2011). 5-6 yaş grubu çocuklarda okula uyum ve akran ilişkileri [School adjustment and peer relations in 5-6 year old children]. Electronic Journal Social Sciences, 10(36), 1-10.
• Güven, E., & Cevher, N. (2005). Okul öncesi öğretmenlerinin sınıf yönetimi becerilerinin çeşitli değişkenler açısından incelenmesi [The level of preschool teachers’ classroom management skılls and ıts relatıons wıth dıfferent varıables]. Pamukkale University Journal of Education) 19(2), 1-22.
• Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120. https://doi.org/10.1037/0003-066X.44.2.120
• Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77-91. https://doi.org/10.1080/08856250903450855
• Karasu, T., & Mutlu, Y. (2015). Öğretmenlerin perspektifinden özel eğitimde yaşanan sorunlar ve çözüm önerileri: Muş il örneği [The problems existing at special education and bring forward solution proposals from the view of teachers: the sample of Muş]. Journal of Social Sciences of Mus Alpaslan University, 2(1), 47-66. https://dergipark.org.tr/tr/pub/anemon/issue/1833/22330
• Klima, T., & Repetti, R.L. (2008). Children's peer relations and psychological adjustment: Differences between close friendships and the larger peer group. Merrill-Palmer Quarterly, 54(2), 151-178. https://www.jstor.org/stable/23096282
• Köse, A. (2015). Okul öncesi eğitim kurumlarında çalışan yöneticilerin uyguladıkları yönetim biçimleri ve problem çözme becerilerine yönelik algıları arasındaki ilişki [in Turkish] (Unpublished master’s thesis). Yeditepe University.
• Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77(4), 822–846. https://doi.org/10.1111/j.1467 8624.2006.00905.x
• Leve, L. D., Fisher, P. A., & DeGarmo, D. S. (2007). Peer relations at school entry: Sex differences in foster care outcomes. Merrill-Palmer Quarterly (Wayne State University. Press), 53(4), 557. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2645072/
• McKellar, N. A. (1986). Behaviors used in peer tutoring. The Journal of Experimental Education, 54(3), 163-167. https://doi.org/10.1080/00220973.1986.10806416
• Öncül, N. (2003). Kaynaştırma uygulaması yapılan ilköğretim okuluna devam eden zihin özürlü öğrencinin bulunduğu sınıfta normal çocuk annelerinin kaynaştırma uygulamasına ilişkin görüşleri [The Opinions of regular education students mothers in a primary school toward inclusion] (Unpublished master’s thesis). Anadolu University.
• Özyürek, A., & Saka, A. (2016). Zihinsel yetersizliği olan çocuklar ve oyun ortamında akran etkileşimi [Mentally retarded children and peer interactions in the game environment]. Kalem International Journal of Education and Human Sciences, 7(1), 19-40.
• Ogelman, H. G., Erol, A., Asar, H., Mumcular, F., Kıraç, M. H., & Kilimlioğlu, Ç. (2015). Okul öncesi eğitimi öğretmenlerinin çocukların akran ilişkilerine yönelik algılarının belirlenmesi [Determination of the perceptions of preschool teachers regarding the peer relations of children]. Route Educational and Social Science Journal, 2(3), 274-294.
• Ogelman, H. G., & Erten Sarıkaya, H. (2013). Okul öncesi eğitimi almış çocukların akran ilişkileri değişkenlerinin 5 ve 6 yaşta incelenmesi iki yıllık boylamsal çalışma [Investigation of variables of peer relationships of children receiving preschool education in ages 5 and 6: a two-year longitudinal study]. Turkish Studies (Elektronik), 8(8), 1859-1871. https://app.trdizin.gov.tr/publication/paper/detail/TWpZMU56RTJOZz09
• Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60(1), 80–87. https://doi.org/10.1037/0022-006X.60.1.80
• Olweus, D. (1995). Bullying or peer abuse at school: Facts and interventions. Current Directions in Psychological Science, 4, 196–200. https://doi.org/10.1111/1467-8721.ep10772640
• Oral, B., & Yazar, T. (2015). Öğretmen adaylarının yaşam boyu öğrenmeye ilişkin algılarının çeşitli değişkenlere göre incelenmesi [Examining the perception of prospective teachers about life-long learning in terms of various variables]. Electronic Journal of Social Sciences, 14(52), 1-11. https://doi.org/10.17755/esosder.72011
• Ostrosky, M. M., & Jung, E. Y. (n.d.). Building positive teacher-child relationships. Center on the social and emotional foundations for early learning. http://csefel.vanderbilt.edu/briefs/wwb12.pdf
• Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097. https://doi.org/10.1002/pits.20446
• Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458. https://doi.org/10.1080/02796015.2004.12086261
• Pinto, C., Baines, E., & Bakopoulou, I. (2019). The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. British Journal of Educational Psychology, 89(4), 818–837. https://doi.org/10.1111/bjep.12262
• Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Developmental Psychology, 49(6), 1174. https://doi.org/10.1037/a0028400
• Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25(5), 601-624. https://doi.org/10.1080/09518398.2011.605078
• Rodkin, P. C., & Hodges, E. V. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32(3), 384–400. https://doi.org/10.1080/02796015.2003.12086207
• Rowe, K. (2003). The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling. https://research.acer.edu.au/research_conference_2003/3
• Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2000). Friendship is a moderating factor in the pathway between early harsh home environments and later peer group victimization. Developmental Psychology, 36(5), 646. https://psycnet.apa.org/buy/2000-15399-010
• Shin, R., Daly, B., & Vera, E. (2007). The relationships of peer norms, ethnic identity, and peer support to school engagement in urban youth. Professional School Counseling, 10(4), 379–388. https://doi.org/10.5330/prsc.10.4.l0157553k063x29u
• Smith, M., & Broomhead, K. E. (2019). Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND. Support for Learning, 34(1), 54-70. https://dx.doi.org/10.1111/1467-9604.12237
• Song, S. Y. (2006). The role of protective peers and positive peer relationships in school bullying: How can peers help? (Unpublished doctoral thesis). University of Nebraska. https://digitalcommons.unl.edu/dissertations/AAI3230059/
• Szewczyk‐Sokolowski, M., Bost, K. K., & Wainwright, A. B. (2005). Attachment, temperament, and preschool children's peer acceptance. Social Development, 14(3), 379-397. https://doi.org/10.1111/j.1467-9507.2005.00307.x
• Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for oral, written and other materials]. Epsilon Publishing.
• Ümit, N. (2010). Ergenlerin duygusal zekaları ve saldırganlık düzeyleri arasındaki ilişkinin incelenmesi [The study of the relationship between adolescents' emotional intelligence and agressiveness level] (Unpublished master’s thesis). Gazi University.
• Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of school psychology, 44(5), 331-349. https://doi.org/10.1016/j.jsp.2006.04.003
• Uz Baş, A., & Siyez, D. M. (2011). Akranları tarafından kabul gören ve görmeyen ilköğretim okulu öğrencilerinin akran ilişkilerine yönelik algılarının incelenmesi [Examination of the perceptions of primary school students, who are accepted or not accepted by their peers, towards peer relations]. The Journal of Turkish Educational Sciences, 9(1), 43-70. https://dergipark.org.tr/tr/pub/tebd/issue/26101/275008
• Wiener, J., & Schneider, B. H. (2002). A multisource exploration of the friendship patterns of children with and without learning disabilities. Journal of Abnormal Child Psychology, 30(2), 127-141. https://doi.org/10.1023/A:1014701215315