48-72 Aylık çocuğa sahip anne-babaların çocukları ile iletişimlerinin bazı değişkenler açısından incelenmesi

Bu çalışmada, 48-72 aylık çocuğa sahip anne-babaların çocukları ile iletişimlerinin ailenin sosyo-ekonomik düzeyi, çocuğun yaşı, cinsiyeti, doğum sırası ve anne-babanın yaşı gibi değişkenler açısından anlamlı farklılık gösterip göstermediği araştırılmıştır. Araştırmada, anne-babalar ve çocukları hakkında bilgi toplamak amacıyla Genel Bilgi Formu, ailelerin sosyo-ekonomik düzeylerini belirlemek amacıyla Sosyo-Ekonomik Düzeyi Belirleyici Ölçek (Alpan, 2006) ve 48-72 aylık çocuğa sahip anne-babaların çocukları ile iletişimlerini değerlendirmek amacıyla Anne-Baba-Çocuk İletişimini Değerlendirme Aracı (ABÇİDA) (Arabacı, 2011) kullanılmıştır. Verilerin analizinde, anne-babalar ve çocuklarının demografik bilgilerine ilişkin dağılımları frekans ve yüzde değerleri olarak verilmiştir. Anne-babaların Anne-Baba-Çocuk İletişimini Değerlendirme Aracı’nın (ABÇİDA) (Arabacı, 2011) alt boyut puanlarında, sosyo-ekonomik düzeye, çocuğun yaşına, cinsiyetine, doğum sırasına ve anne-babanın yaşına göre farklılık olup olmadığını değerlendirmek amacıyla tek yönlü ANOVA testi ve bağımsız örneklemler için t testi kullanılmıştır. 48-72 aylık çocuğa sahip anne-babaların çocukları ile iletişimlerinde, ailenin sosyo-ekonomik düzeyine, çocuğun yaşına, doğum sırasına ve anne- babanın yaşına göre anlamlı düzeyde farklılık olduğu bulunmuştur. Çocuğun cinsiyetine göre anlamlı düzeyde farklılık bulunmamıştır.

A research on the communication of parents with their 48-72 months old children in terms of certain variables

The aims of this study are to evaluate the communication patterns between parents and their children of 48-72 months and to analyse the effects of some variables on the communication between parents and their children. The sample was randomly selected and involved the parents of 801 children with the ages of 48-72 months. The data of the study were collected through several data collection tools. General Information Form was used in order to obtain information about parents and their children sampled. Parents’ socio-economic status was determined through the use of Socio-Economic Status Scale (Alpan, 2006). The communication between parents and their 48-72 months children was assessed through the use of Parent-Child Communication Assessment Tool (ABÇİDA) (Arabacı, 2011). ANOVA and for independent samples t-test were employed in order to determine the effects of such variables as socio-economic status, age of the children, the birth order, gender of the children, and parents’ age on the scores of subscales and on the overall scores in the Parent-Child Communication Assessment Tool (ABÇİDA). In regard to the analysis of the communication between parents and their 48-72 months children, it is found that socio-economic status of the parents have effects on their scores of subscales concerning speaking, listening, messages, non-verbal communication and empathy, leading to statistically significant differences (p<.05). It is also found that the age of the children leads to statistically significant differences in the parents’ scores on the non-verbal communication subscale (p<.05). However, the age of the children is found to have no effects on mothers’ scores on the subscales of speaking, listening, messages, non-verbal communication and empathy, leading to statistically insignificant differences (p>.05). Furthermore, the age of the children is found to have no effects on fathers’ scores on the subscales of speaking, listening, messages and empathy, leading to statistically insignificant differences (p>.05). On the other hand, there is a statistically significant difference in the fathers’ scores on the subscale of non-verbal communication (p<.05). The gender of the children is found to have no effect on parents’ scores on the subscales of speaking, listening, messages, non-verbal communication and empathy, leading to statistically insignificant differences (p>.05). The gender of the children is found to have no effect on mothers’ scores on the subscales of speaking, listening, messages, non-verbal communication and empathy, leading to statistically insignificant differences (p>.05). The gender of the children is found to have no effect on fathers’ scores on the subscales of speaking, listening, messages, non-verbal communication and empathy leading to statistically insignificant differences (p>.05). The birth order is found to have no effects on the parents’ scores of the subscales of speaking, listening, non-verbal communication and empathy, leading to statistically insignificant differences (p>.05). There is a statistically significant differences in the parents’ scores in the subscales of message (p<.05). The birth order is found to have no effect on mothers’ scores on the subscales of messages and empathy, leading to statistically insignificant difference (p>.05). However, there is statistically significant difference in the mothers’ scores in the subscales of speaking, listening and non-verbal communication (p<.05). The birth order is found to have no effect on fathers’ scores on the subscales of speaking, listening, non-verbal communication and empathy, leading to statistically insignificant differences (p>.05). However, there is a statistically significant difference in the fathers’ scores in the message subscale (p<.05). The age of the mothers is found to have no effect on their scores on the subscales of speaking, listening, non-verbal communication and empathy, leading to statistically insignificant differences (p>.05). There is a statistically significant difference in their scores of the subscales of message (p<.05). The age of the fathers is found to have no effect on their scores on the subscales of listening, non-verbal communication and empathy, leading to statistically insignificant differences (p>.05). However, there is a statistically significant difference in their scores of the subscale of speaking and message (p<.05). Communication is so key in every type of human relationship. It is how we express ourselves and it is how we understand the expressions of others. To communicate is to effectively portray ones feelings to another. We want others to understand the way we feel so we have developed common signals, verbal or non-verbal, amongst ourselves in order to be able to share those feelings. It is very important for parents to be able to communicate openly and effectively with their children. Open, effective communication benefits not only the children, but every member of the family. Relationships between parents and their children are greatly improved when there is effective communication taking place. In general, if communication between parents and their children is good, then their relationships are good as well. As a result, the findings presented above clearly indicate that training programs concerning communication competence should be designed towards young parents with lower socio-economic status and with more children and these parents should be encouraged to participate in these programs to improve the communication between parents and children.

PDF

___

Adler, R. B. and Rodman, G. (2003). Understanding human communication. (Eighth edition). New York: Oxford University Press.

Alpan , G. (2001). Sınıf içi iletişimde kendini gerçekleştirme, empati ve sinerji. Mesleki Eğitim Fakültesi Dergisi, 3(5), 23-30.

Alpan, Y. (2006). Ankara örnekleminde 12-36 aylık bebek ve çocuklar için sosyal ve duygusal değerlendirme aracının Türk çocuklarına uyarlanması. Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Arabacı, N. (2011). Anne-baba-çocuk iletişimini değerlendirme aracı’nın (ABÇİDA) geliştirilmesi ve anne-baba- çocuk iletişiminin bazı değişkenler açısından incelenmesi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Azar, B. (1997). Defining the trait that makes us human. Apa Monitor, November, 1-14.

Başaran, İ. E. (2005). Eğitim psikolojisi: gelişim, öğrenme ve ortam. (6. basım). Ankara: Nobel Yayın Dağıtım.

Beebe, S. A., Beebe, S. J., Ivy, D. K. and Watson, S. (2005). Communication: principles for a lifetime. (Canadian edition). USA: Pearson Education, Inc.

Berko, R. M., Wolwin, A. D. and Wolwin, D. R. (2001). Communicating: a social and career focus. (Eight edition). Boston: Houghton Mifflin Company.

Dave, S., Petersen, I., Sherr, L. and Nazareth, I. (2010). Incidence of maternel and paternel depression in primary care: a cohort study using a primary care database. Archives of Pediatrics & Adolescent Medicine, 164(11), 1038-1044.

Davis, M. H. (1996). Empathy. USA: Westview Press Inc.

DeFleur, M., Kearney, P., Plax, T. G. and DeFleur, M. (2005). Fundemantals of human communication: social science in everyday life. (Third edition). New York: The McGraw Hill Companies, Inc.

Dreman, S. (2004). Perception of family structure, state, anger and parent child communication and adjustment of children divorced parents. Journal of Divorce and Remarriage, 41(1), 47-68.

Dunn, (1988). Sibling influences on childhood development. Journal of Child Psychology and Psychiatry, 29(2), 119-127.

Erdoğan, İ. (2008). İletişimi anlamak. (3. basım). Ankara: Pozitif Matbaacılık.

Faber, A. and Mazlish, E. (2003). Çocuklarla iletişim. (Çev. İ. Van Den Born). İstanbul: Kuraldışı Yayıncılık.

Hargie, O., Dickson, D. and Tourish, D. (2004). Communication skills for effective management. New York: Palgrave Macmillan.

Hogg, M. A. and Vaughan, G. M. (2007). Sosyal psikoloji. (Çev. İ. Yıldız ve A. Gelmez). Ütopya Yayınları No 150. Ankara: Ütopya Yayınevi. (Eserin orijinali 1995’te yayımlandı).

Landis, J., Kesserling Ray, N. and Davis, K. (2006). İletişim becerileri. (Çev. Ö. Gelbal). Ankara: HYB Yayıncılık. (Eserin orijinali 1995’te yayımlandı).

Lazar, J. (2001). İletişim bilimi. (Çev. C. Anık). Ankara: Vadi Yayınları.

Levin, K. A., Currie, C. (2010) Family structure, mother-child communication, father-child communication, and adolescent life satisfaction: a cross-sectional multilevel analysis, Health Education, 110(3), 152 – 168.

Lindsey, E. W., Cremens, P. R., Colwell M. J. ve Caldera Y. M.(2009). Descriptors: parent child relationship; communicative competence (languages), Social Development, 18(2), 375-396.

Margolis, R. and Myrskyl, M. (2011). A global perspective on happiness and fertility. Population and Development Review, in press.

Mountrose, P. (2000). Altı-onsekiz yaş çocuklarıyla sorunları çözmede beş aşama. (Çev. F. Can Akbaş). İstanbul: Kariyer Yayıncılık.

Olson, D. R. and Torrance, N. (1998). Education and human development. Oxford: Blackwell Publishers Ltd.

Önder, A. (2003). Ailede iletişim. İstanbul: Morpa Kültür Yayınları.

Özuğurlu, K. (1995). Ana-baba okulu. (5. basım). İstanbul: Remzi Kitabevi.

Papilia, D., Olds, S. and Feldman, R. (1998). A childs world. Boston: McGraw Hill Education.

Redmond, M. V. and Mifflin, H. (2000). Communication: theories and applications. New York: Houghton Mifflin Company.

Robertson, A. K. (2002). Etkili dinleme. (Çev. S. Yarmalı). İstanbul: Hayat Yayınları.

Rowe, M. L., Coker, D. and Alexander Pan, B. (2004). A comparison of fathers’ and mothers’talk to toddlers in low-income families. Social Development, 13(2), 278-291.

Ryder, V. (1995). Parents and their children. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc.

Sayers, F. (1993). Yöneticilikte iletişim. (Çev. D. Şahiner). Kişisel Gelişim ve Yönetim Dizisi No 6. İstanbul: Rota Yayıncılık.

Segrin C. and Flora, J. (2005). Family communication. London: Lawrence Erlbaum Associates, Publishers.

Sillars, S. (2003). İletişim. (Çev. Milli Eğitim Bakanlığı Yayınları). (3. basım). Ankara: Milli Eğitim Basımevi. (Eserin orijinali 1988’de yayımlandı).

Stanton, N. (2004). Mastering communication. New York: Palgrave Macmillan.

Stattin, H., ve Klackenberg-Larsson, I. (1991). The short- and the long-term implications for parent- child relations of parents' prenatal preferences for their child's gender, Developmental Psychology, 27, 141-147.

Thompson, N. (2002). People skills. (Second edition). New York: Palgrave Macmillan.

Thornberry, T. P., Smith, C. A. ve Howard G. J. (1997). Risk Factors for Teenage Fatherhood, Journal of Marriage and the Family, 59, 505-522.

Tutar, H. (2009). Örgütsel iletişim. (2. basım). Ankara: Seçkin Yayıncılık.

Volling, B. L., ve Ellins, J. L. (1998). Family relationships and children emotional adjustment as corelated of maternal and paternal differantial treatment: a replication with toddler and preschool siblings, Child Development, 1640-1656.

Wood, D. (2003). How children think and learn. (Second edition). UK: Blackwell Publishing.

Yavuzer, H. (1995). Ana-baba okulu. (5. basım). İstanbul: Remzi Kitabevi.