Elif YALÇINTAŞ SEZGİN

OKULÖNCESİ ÖĞRETMENLERİN AKRAN ZORBALIĞINA İLİŞKİN ALGI VE GÖRÜŞLERİ: ZORBALIK DAVRANIŞLARI TESPİTLERİ, ZORBALIK DAVRANIŞLARI KARŞISINDA UYGULADIKLARI STRATEJİLER VE ALDIKLARI ÖNLEMLER

Bu araştırmanın amacı; okulöncesi öğretmenlerin sınıf içerisinde oluşan zorbalık davranışları ile ilgili tespitleri, görüşleri vezorbalık davranışları karşısında ve önlem olarak uyguladıkları stratejilerinin belirlenmesidir. Okulöncesi öğretmenlerin algı vegörüşlerini belirlemek için “yarı yapılandırılmış görüşme formu” kullanılmıştır ve her bir öğretmen ile bireysel görüşmeleryapılmıştır. Verilerin değerlendirilmesinde betimsel analiz kullanılmıştır. Yapılan betimsel analizi sonucunda, Okulöncesiöğretmenlerinin sınıf içerisinde zorbalık davranışların içeriklerini tanımlayabildikleri görülmüştür. Öğretmenler, en sık fizikselzorbalık ve sözel zorbalık sınıf içerisinde gözledikleri, zorbalığın nedenleri olarak en fazla aile faktörünün etki ettiğini, zorbalıkdavranışlarıyla en çok karşılaştıkları yer ise sınıf içi olduğu, etkinlik olarak en çok serbest zaman etkinliği, olduğunu, fizikselolarak yaşıtlardan büyük(iri-kilolu) olan çocukların daha çok zorbalık davranışlarında bulundukları, pasif ve çekingen ile fizikselolarak zayıf –güçsüz çocukların en fazla kurban oldukları, zorbalık davranışları karşısında, en fazla çocuk ile davranışı hakkındakonuşmak stratejilerini uyguladıkları, zorbalık davranışlarını önlemek için ise “Kuralları görsel olarak oluşturmak”çalışmalarıyaptıkları ifadelerinde belirtilmiştir.

VIEWS AND PERCEPTIONS OF PRESCHOOL TEACHERS REGARDING PEER BULLYING: THEIR DESCRIPTIONS OF BULLYING BEHAVIOURS; THE STRATEGIES THEY CARRY OUT AND THE PRECAUTIONS THEY TAKE IN THE FACE OF BULLYING BEHAVIOURS

The aim of this study is to determine the perceptions and opinions of preschool teachers with regard to bullying behaviours occurring in the classroom, and the strategies they carry out and the precautions they take in the face of bullying behaviours. With the aim of determining teachers’ views, a “semi-structured interview form” was used and individual interviews were carried out with each teacher. In the evaluation of the data, descriptive analysis was used. As a result of the descriptive analysis, it was observed that the preschool teachers were able to identify the content of bullying behaviours in the classroom. It was determined from their statements that the teachers most frequently observed physical and verbal bullying behaviours in the classroom; that among the reasons for bullying, the family factor had the greatest impact; that the place where bullying behaviours were most often encountered was in the classroom; that the activity during which bullying was most often seen was free-time activity; that physically, children larger (in terms of size and weight) than their peers more frequently engaged in bullying behaviours; that passive and shy children, along with those who were physically thin or weak and who were introverted most often suffered from bullying; that in the face of bullying behaviours, the teachers mostly carried out strategies of speaking to the children regarding their behaviour strategies; and that in order to prevent bullying behaviours, the teachers performed various tasks.

PDF

___

Akduman, Gülümser Gültekın.(2012). “Okul Öncesi Dönemde Akran Zorbalığının İncelenmesi”. Journal Of Society & Social Work 23(1.)
Aslan, Ö. M.,ve Tuğrul, B. (2014). “Okul Öncesi Dönemdeki Çocukların Oyunlarında Ortaya Çıkan Zorbalık ve Mağdur Olma Davranışlarının İçerik Analizi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi.15(1).
Aslan, Ö.M, ve Tuğrul, B. (2013). “Anaokuluna Devam Eden Çocukların Oyun Davranışları ve Oyunlarında Ortaya Çıkan Zorbalık Davranışlarının İncelenmesi”. Akdeniz Eğitim Araştırmaları Dergisi, 13, 27-41.
Adams, J. L. (2008). “Preschool aggression within the social context: a study of families, teachers, and the classroom environment. Unpublished doctoral dissertation, Florida State University, Florida, USA.
Arsenault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A.veMoffitt, T. (2006). “Bullying victimization uniquely contributes to adjustment problems in young children: A nationally representative cohort study. Official Journal of the American Academy of Pediatrics, 118: 130–138.
Alsaker, F. D ve Valkanover, S.(2012). “The Bernese program against victimization in kindergarten and elementary school”. New Directions for Student Leadership,(133), 15-28.
Alsaker, F. D ve Valkanover, S. (2001). “Early diagnosis and prevention of victimization in kindergarten. Peer harassment in school: The plight of the vulnerable and victimized, 175-195.
Alsaker, F. D.(2004).”Bernese programme against victimisation in kindergarten and elementary school”. Bullying in schools. how successful can interventions be?(Ed. P, Smith, D. Pepler ve K.Rigby)Cambridge Universty Press.
Anastasia Psalti (2017).”Greek In-Service and Preservice Teachers’ Views About Bullying in Early Childhood Settings”, Journal of School Violence, 16:4, 386-398
Broadbear, B. C ve Broadbear, J. T. (2000).”Development of conflict resolution skills in infancy and early childhood”. The International Electronic Journal of Health Education, 3(4), 284–290.
Beane, A. L. (2000). “The bully-free classroom”. Instructor, 110(2), 43.
Baldry, A. C ve Farrington, D. P. (1999).”Types of bullying among Italian school children”. Journal of Adolescence, 22,423-426.
Batsche, G. M ve Porter, L. J. (1997). “Bullying”. Children’s Needs, 11, 171-179.
Bandura, A, Barbaranelli, C, Caprara, G.-V ve Pastorelli, C. (1996). “Mechanisms of moral disengagement in the exercise of moral agency”. Journal of Personality and Social Psychology, 71, 364–374.
Bauman, S ve Del Rio, A. (2005). “Knowledge and beliefs about bullying in schools. Comparing pre-service teachers in the United States and the United Kingdom”. School Psychology International, 26, 428–442.
Bauman, S ve Del Rio, A. (2006) “Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying”. Journal of Educational Psychology, 98(1), 219.
Bernstein, J. Y ve Watson, M. W. (1997). “Children who are targets of bullying”. Journal of Interpersonal Violence, 12, 483–498
Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., ve Moffitt, T. E. (2009). “School, neighborhood, and family factors are associated with children’s bullying involvement: A nationally representative longitudinal study”. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 545-553.
Boulton, M. J. (1999). “Concurrent and longitudinal relations between children’s playground behavior and social preference, victimization and bullying”. Child Development, 70(4), 944–954.
Borg, M. G., ve Falzon, J. M. (1989). “Primary school teachers’ perception of pupils’ undesirable behaviours”. Educational Studies, 15(3), 251-260.
Bliding, M., Holm, A.-S., ve Hägglund, S. (2002). Offensive actions and informal settings. Student perspectives on school environments and social climate]. Stockholm: Skolverket
Camodeca, M., Caravita, S. C.S. ve Coppola, G. (2015). “Bullying in preschool: The associations between participant roles, social competence, and social preference”. Aggr. Behav., 41: 310–321.
Craig, W. M., Pepler, D ve Atlas, R. (2000). “Observations of bullying in the playground and in the classroom”. School Psychology International, 2, 22–36.
Craig, K., Bell, D., ve Leschied, A. (2011). “Preservice teacher’s knowledge and attitudes regarding school violence”. Canadian Journal of Education, 34, 21–33.
Craig, W. M., Henderson, K., ve Murphy, J. G. (2000). “Prospective teachers’ attitudes towards bullying and victimization”. School Psychology International, 21, 5-21.
Crick, N.R., Casas, J.F. ve Ku, H. (1999). Relational and physical forms of peer victimization in pre-school. Developmental Psychology, 35, 376–385.
Crick, N. R., Ostrov, J. M., Burr, J. E., Cullerton-Sen, C., Jansen-Yeh, E., ve Ralston, P. (2006). A longitudinal study of relational and physical aggression in preschool. Applied Developmental Psychology, 27(3), 254–268.
Copeland WE, Wolke D, Angold A, Costello EJ.(2013).” Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence”. JAMA Psychiatry, 70: 419– 26.
Coie, J. D., Dodge, K. A ve Kupersmith, J. B. (1990). “Peer group behavior and social status”. Peer rejection in childhood.( Ed:S. R. Asher ve J. D. Coie), Cambrigde: University
Danacı, M. Ö ve Çetin, Z. (2016).” Erken Çocukluk Döneminde Görülen Okul Zorbalığı Davranış Eğilimlerinin Çocukların Kişisel/Sosyal–Dil–Motor Gelişimleri İle Olan İlişkisi”. Hacettepe University Faculty Of Health Sciences Journal, 3(2).53-72
Dake, J. A., Price, J. H., Telljohann, S. K ve Funk, J. B. (2003). “Teacher perceptions and practices regarding school bullying prevention”. Journal of School Health, 73, 347 – 355.
Doll, B., Song, S ve Siemers, E. (2004). “Classroom ecologies that support or discourage bullying”. Bullying in American schools: A social-ecological perspective on prevention and intervention, 161-183.
Durmuşoğlu Saltalı, N ve Arslan, E. (2013). “Okul Öncesi Öğretmenlerin Sınıflarında Koydukları Kurallar ve Uygulayışları”. Ilkogretim Online, 12(4).1032-1040
Duncan, R. D. (2004). “The impact of family relationships on school bullies and victims”. Bullying in American schools: A social-ecological perspective on prevention and intervention,(Ed:B.Webber), Lawrence Erıbaum Associates, Inc.
Dölek, N. (2001). “İlk ve Orta Oğretim Okullarındaki Oğrenciler Arasında Zorbacı Davranışların İncelenmesi ve “Zorbalığı Onleme Tutumu Programı”nın Etkisinin Araştırılması”. Doktora Tezi, Marmara Universitesi, Eğitim Bilimleri Enstitusu, İstanbul.
Eriksson, B., Lindberg, O., Flygare, E ve Daneback, K. (2002). Skolan – en arena fo¨r mobbnin. En forskningso¨versikt och diskussion kring mobbning i skolan. Stockholm: Skolverket.
Espelage, D. L., Bosworth, K ve Simon, T. R. (2000). “Examining the social context of bullying behaviors in early adolescence”. Journal of Counselling and Development, 78, 326–333.
Espelage, D. L ve Aisado, C. S. (2001). “Conversations with middle school students about bullying and victimization: Should we be concerned? “Journal of Emotional Abuse, 2, 49–62.
Fekkes, M. F. Pijpers I., M., ve 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.
Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V. S., MacKenzie, E. P., ve Broderick, C. J. (2005). “Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program”. Developmental Psychology, 41, 479-491.
Graham, S., Bellmore, A. D., ve Mize, J. (2006). “Peer victimization, aggression, and their co-occurrence in middle school: Pathways to adjustment problems”. Journal of abnormal child psychology, 34(3), 349-364.
Griffin, R. S.,ve Gross, A. M. (2004). “Childhood bullying: Current empirical findings and future directions for research”. Aggression and Violent Behavior, 9, 379–400.
Hart, E.J. ve Ostrov, J.M.(2013). “Functions of aggressive behavior and future functional impairment”. Early Child. Res. Q. 28, 683–691.
Hanish, L.D., Kochenderfer-Ladd, B., Fabes, R.A., Martin, C.L. ve Denning, D. (2004).”Bullying among young children: The influence of peers and teachers”.Bullying in Amercan schools: A social ecological perspective on preven- tion and intervention(Ed:Espelage ve S. Swearer), Mahwah, NJ: Erlbaum Publishers.
Hay, D. F., Payne, A. ve Chadwick, A. (2004). “Peer relations in childhood”. Journal of Child Psychology and Psychiatry and Allied Disciplines, 45 (1), 84-108.
Huttunen, A., ve Salmivalli, C. (1996).“Ystaevyyssuhteet ja kiusaaminen koululuokassa [Friendship relations and bullying in school classes]”. Psykologia, 31(6), 433–439.
Hodges, E. V., Malone, M. J., ve Perry, D. G. (1997).”Individual risk and social risk as interacting determinants of victimization in the peer group”. Developmental psychology, 33(6), 1032-139.
Ilola, A. M., Lempinen, L., Huttunen, J., Ristkari, T., ve Sourander, A. (2016). “Bullying and victimisation are common in four‐year‐old children and are associated with somatic symptoms and conduct and peer problems”. Acta paediatrica, 105(5), 522-528.
Jansen P, Verlimdem M, Dommisse-van Berkel A, Mieloo C, Van der Ende J, Veenstra R, vd. (2012). “Prevalence of bullying and victimization among children in early elementary school: do family and school neighbourhood socioeconomic status matter?” BMC Public Health, 2(12): 494.
Kartal, H ve Bilgin, A. (2008). “Oğrenci, veli ve oğretmen gozuyle ilkoğretim okullarında yaşanan zorbalık”. İlköğretim Online, 7(2), 485- 495.
Karasar, N. (2008). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayın Dağıtım.
Kochenderfer, B. J., ve Ladd, G. W. (1996). “Peer victimization: Cause or consequence of school maladjustment?” Child Development, 67, 1305-1317.
Kirves, L ve Sajaniemi, N. (2012). “Bullying in early educational settings”. Early Child Development and Care, 182(3–4), 383–400.
Kochenderfer, B. J., ve Ladd, G. W. (1996). “Peer victimization: Cause or consequence of school adjustment? “Child Development, 67, 1305–1317.
Kochenderfer-Ladd, B. J vePelletier, M. E. (2008)” Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization”. Journal of School Psychology, 46, 431-453.
Laura Kirves ve Nina Sajaniemi (2012).” Bullying in early educational settings”. Early Child Development and Care, 182, 383-400.
Levine, E., ve Tamburrino, M. (2014). “Bullying among young children: strategies for prevention”. Early childhood education journal, 42(4), 271-278.
Marini, Z., Dane, A., Bosacki, S ve Ylc-Cura. (2006). “Direct and indirect bully-victims: Differential psychosocial risk factors associated with adolescents involved in bullying and Victimization”. Aggressive Behavior, 32, 551–569.
Marshall, M. L., Varjas, K., Meyers, J., Graybill, E. C ve Skoczylas, R. B. (2009). “Teacher responses to bullying: Selfreports from the front line”. Journal of School Violence, 8, 136 – 158.
Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis an expanded source book. California: Sage Publications.
Monks, C., Smith, P ve Swettenham, J. (2003). “Aggressors, victims, and defenders in preschool: Peer, self-, and teacher reports”. Merrill-Palmer Quarterly, 49, 453–469.
Monks, C., Ortega Ruiz, R ve Torrado Val, E. (2002). “Unjustified aggression in preschool”. Aggressive Behavior, 28: 458–476.
Monks, C. P ve Smith, P. K. (2006). “Definitions of bullying: Age differences in understanding of the term, and the role of experience”. British Journal of Developmental Psychology, 24(4), 801-821.
Monks, C., Palermiti, A., Ortega, R ve Costabile, A. (2011). “A Cross-National Comparison of Aggressors, Victims and Defenders in Preschools in England, Spain and Italy”. The Spanish Journal of Psychology, 14(1), 133-144.
McEvoy, M. A., Estrem, T. L., Rodriguez, M. C ve Olson, M. L. (2003). “Assessing relational and physical aggression among preschool children: Intermethod agreement.” Topics in Early Childhood Special Education, 23, 53-63.
Nicolaides, S., Toda, Y ve Smith, P. K. (2002). “Knowledge and attitudes about school bullying in trainee teachers”. British Journal of Educational Psychology, 72(1), 105-118.
Olweus, D ve Limber, S. P. (2010). “Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program”. American Journal of Orthopsychiatry, 80(1), 124.
Olweus, D. (1993). “Bullies on the playground: The role of victimization Children on playgrounds”. Research perspectives and applications, 85-128..
Ostrov, J. M ve Keating, C. F. (2004). “Gender differences in preschool aggression during free play and structured interactions: An observational study”. Social Development, 13, 255–277.
Ostrov, J. M., Woods, K. E., Jansen, E. A., Casas, J. F ve Crick, N. R. (2004). “An observational study of delivered and received aggression, gender, and social–psychological adjustment in preschool: This white crayon doesn’t work”. Early Childhood Research Quarterly, 19, 55–371.
Orpinas, P ve Horne, A. M. (2010). “Creating a positive school climate and developing social competence”. Handbook of bullying in schools: An international perspective, (Ed:S. R. Jimerson, S. M. Swearer ve D. L. Espelage ), New York: Routledge
Özdemir, M. (2010). “Nitel veri analizi: Sosyal bilimlerde yöntembilim sorunsalı üzerine bir çalışma”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 11(1).
Perren, S ve Alsaker, F. D. (2006). “Social behavior and peer relationships of victims, bully–victims and bullies in kindergarten”. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 47, 165–176.
Perren, S, Stadelmann, S ve Von Klitzing, K. (2009). “Child and family characteristics as risk factors for peer victimization in kindergarten”. Schweizerische Zeitschrift fu¨r Bildungswissenschaften, 31(1), 13–32.
Psalti, A. (2017). “Greek In-Service and Preservice Teachers’ Views About Bullying in Early Childhood Settings”. Journal of school violence, 16(4), 386-398.
Rigby, K. (2003). “Consequenses of bullying in schools”. The Canadian Journal of Psychiatry, 48(9), 583 –590.
Rigby, K ve Rigby, K. (2002). “A meta-evaluation of methods and approaches to reducing bullying in pre-schools and early primary school in Australia. Attorney-General’s Department. http://www.popcenter.org/problems/ bullying/PDFs/Rigby_2002.pdf
Sadık, F ve Aslan, S. (2015).” İlkokul Sınıf Öğretmenlerinin Disiplin Problemleri İle İlgili Görüşlerinin İncelenmesi.” Electronic Turkish Studies, 10(3),115-138.
Şahin, M., Demirağ, S ve Aykaç, F. (2009). “Ana sınıfı öğretmenlerinin akran zorbalığı ile ilgili algıları”. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 17, 1-16.
Slee, P.T ve Rigby, K. (1994). “Peer victimisation at schools”. Australian Journal of Early Childhood, 19, 3–11.
Sourander,A.,Ronning, J., Brunstein-Klomek, A., Gyllenberg, D., Kumpulainen, K., Niemela¨, S., Almqvist, F (2009). “Childhood bullying behavior and later psychiatric hospital and psychopharmacologic treatment: Findings from the Finnish 1981 birth cohort study”. Arch Gen Psychiatry, 66(9), 1005 –1012.
Swit, C ve McNaugh, A (2012). “Relational aggression and prosocial behaviors in Australian preschool children”. Aust. J. Early Child. 37 (3), 30–34.
Sveinsson, A. V ve Morris, R. J. (2007). “Conceptual and methodological issues in assessment and intervention with school bullying”. Bullying, victimization and peer harassment: A handbook of prevention and intervention”(Ed J. E. Zins, M. J. Elias ve C. A. Maher ). New York: Haworth
Smith, P.K ve Levan, S. (1995). “Perceptions and experiences of bullying in younger pupils.” British Journal of Educational Psychology, 65: 267–285.
Small, P., Neilsen-Hewett, C ve Sweller, N. (2013). “Individual and Contextual Factors Shaping Teachers’ Attitudes and Responses to Bullying among Young Children: Is Education Important?”. Asia-Pacific Journal of Research in Early Childhood Education, 7(3).69-101.
Stephenson, P ve Smith, D. (1989). “Bullying in the junior school”. Bullying in schools, 45-57.
Sampson, R. (2002).Bullying in Schools: Problem-Oriented Guides for Police Series. https://files.eric.ed.gov/ fulltext/ED481473.pdf
Sudermann, M., Jaffe, P. G ve Schieck, E. (1996).Bullying: Information for parents and teachers. Center for Children and Families in the Justice System.www.lfcc.on.ca/bully.htm
Schwartz, D. , Dodge, K.A., Pettit, G.S ve Bates, J.E. (1997). “The early socialization of aggressive victims of bullying.” Child Development, 68, 665-675.
Smith, P. K., Ananiadou, K ve Cowie, H. (2003). “Interventions to reduce school bullying”. The Canadian Journal of Psychiatry, 48(9), 591-599.
Tepetaş, ŞG,Akgun, E,AkbabaveAltun,S(2010).”Identifying preschool teachers’ opinion about peer bullying”. Procedia - Social and Behavioral Sciences, 2(2), 1675-1679.
Uysal, H ve Dinçer, Ç. (2012). “Okul öncesi dönemde akran zorbalığı”. Kuramsal Eğitimbilim Dergisi, 5(4), 468-483.
Uysal, H. (2011). “Okul öncesi dönemde görülen akran zorbalığının bazı değişkenler açısından incelenmesi. Yayımlanmamış yüksek lisans tezi. Ankara: Ankara Üniversitesi Eğitim Bilimleri Enstitüsü
Veenstra, R., Verlinden, M., Huitsing, G., Verhulst, F. C ve Tiemeier, H.(2013). “Behind bullying and defending: Same-sex and other-sex relations and their associations with acceptance and rejection”. Aggressive Behavior, 39, 462–471.
Vlachou, M., Andreou, E., Botsoglou, K ve Didaskalou, E. (2011). “Bully/victim problems among preschool children: A review of current research evidence.” Educational Psychology Review, 23, 329–358
Ybarra, M. L., Espelage, D. L ve Mitchell, K. J. (2014). “Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition”. Journal of Adolescent Health, 55(2), 293-300.
Yoon, J. S ve Kerber, K. (2003). “Bullying: Elementary teachers’ attitudes and intervention Strategies”. Research in Education, 69, 27-35.
Yildirim, A ve Simsek, H. (2008). Nitel arastirma yontemleri. Ankara: Seçkin Yayinevi.
Yildirim, A ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
http://www.secondstep.org.