The coronavirus epidemic that erupted in Wuhan, China, in 2019, spread rapidly and affected the entire world. The fight against the epidemic has brought about many changes in people's lives and relationships, including preschool children, who are affected by the epidemic process. Preschool is a phase in which development is rapid and environmental factors have a high impact on development that encompasses many critical development phases. In this rapid development phase, the impact of the Covid-19 pandemic process on children is revealed by the ongoing daily scientific studies, which discussed protective factors and risk factors with regard to the development of preschoolers during the pandemic process, and was conducted in the form of a compilation within the framework of data collected from the literature. The study assessed the risk factors of preschool children as risk factors for physical motor development, risk factors for social development, risk factors for emotional development, and risk factors for cognitive language development. Factors that can play a protective role in this are defined jointly for all areas of development.
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The purpose of this study is to examine the long and short-term effects of aggressive behaviour with peers, asocial behaviours with peers, and excluded by peers levels of preschool children on the social-emotional variables (making contact-social performance and self-control-thoughtfulness). In this study, where five-year- old children were included, the pre-school education teachers completed the Child Behaviour Scale (aggressive with peers, asocial behaviours with peers and excluded by peers subscales) and Social-Emotional Well-Being and Resilience Scale (making contact-social performance and self-control-thoughtfulness subscales). According to the findings of the study, the problems in peer relationships decreased in the second measurements compared to the first measurements, while the social-emotional variables increased in the second measurements compared to the first measurements. In the study, the three problems faced in peer relationships predicted at least one of the social-emotional well-being variables both in the short-term and the long-term. This result may be interpreted as the fact that peer relationships have strong effects on social and emotional development. Social-Emotional Well-Being and Resilience Scale (PERIK-in English: Positive development and resilience in kindergarten) (Making contact-social performance and self-control-thoughtfulness subscales): (Mayr and Ulich (2006) focused on well-being positive development concepts when developing this assessment tool. PERIK was developed based on the concepts of mental health, resilience, and school readiness. In a recent study related to the scale, the final form of the scale with six subscales and 36 items, was attained (Mayr & Ulich, 2009). The scale consists of five subscales. The subscales are as follows: Making contact-social performance, self-control-thoughtfulness, self-assertiveness, emotional stability-coping with stress, task orientation and pleasure in exploring. The scoring of the five- point likert scale is performed as follows: “Always=5, Usually=4, Partly=3, Seldomly=2, Never=1”. The highest and lowest scores to be obtained from each subscale are 30 and 1, respectively. The scale is completed by teachers in the name of children. PERIK was adapted to Turkish in 2018 (Durmuşoğlu Saltalı et al., 2018). In this study, making contact-social performance and self-control-thoughtfulness subscales were used. Within the scope of the study, the internal consistency coefficient was found to be .92 for the making contact-social performance subscale and .92 for the self-control-thoughtfulness subscale.
本研究旨在探讨学龄前儿童同伴攻击行为、同伴反社会行为和同伴排斥水平对社会情感变量(接触-社会表现和自我控制-体贴)的长期和短期影响。本研究以5岁儿童为研究对象，由学前教育教师分别完成了《儿童行为量表》(与同伴的攻击行为、与同伴的反社会行为和被同伴排斥的行为)和《社会情绪幸福感和弹性量表》(接触-社会表现和自我控制-深思熟虑的行为)。研究发现，与第一次测量相比，第二次测量中同伴关系的问题减少了，而与第一次测量相比，第二次测量中的社会情感变量增加了。在这项研究中，同伴关系中面临的三个问题预测了至少一个短期和长期的社会情感健康变量。这一结果可以解释为同伴关系对社会和情感发展有很强的影响。社会情绪幸福感和弹性量表(PERIK-in - English: Positive development and Resilience in kindergarten) (Making contact-social performance and self-control-thoughtfulness子量表):Mayr和Ulich(2006)在开发这一评估工具时关注了幸福感和积极发展的概念。PERIK是基于心理健康、恢复力和入学准备的概念开发的。在最近一项与该量表相关的研究中，获得了该量表的最终形式，该量表有6个子量表和36个项目(Mayr & Ulich, 2009)。该量表由五个子量表组成。其子量表为:接触-社会表现、自我控制-深思熟虑、自我肯定、情绪稳定-应对压力、任务导向和探索乐趣。李克特五分制的评分如下:“总是=5，通常=4，部分=3，很少=2，从不=1”。每个子量表的最高分为30分，最低分为1分。量表由老师以孩子的名义完成。PERIK于2018年被改编为土耳其语(Durmuşoğlu saltalbulet al.， 2018)。本研究采用接触-社会表现和自我控制-体贴分量表。在研究范围内，接触-社会表现子量表的内部一致性系数为0.92，自我控制-体贴子量表的内部一致性系数为0.92。
{"title":"The Long and Short-Term Effects of Problems Experienced by Young Children in Their Peer Relationships on Social and Emotional Development","authors":"H. G. Ogelman, Emine Nur Sonakin, Leyla Fetihi","doi":"10.51535/TELL.887763","DOIUrl":"https://doi.org/10.51535/TELL.887763","url":null,"abstract":"The purpose of this study is to examine the long and short-term effects of aggressive behaviour with peers, asocial behaviours with peers, and excluded by peers levels of preschool children on the social-emotional variables (making contact-social performance and self-control-thoughtfulness). In this study, where five-year- old children were included, the pre-school education teachers completed the Child Behaviour Scale (aggressive with peers, asocial behaviours with peers and excluded by peers subscales) and Social-Emotional Well-Being and Resilience Scale (making contact-social performance and self-control-thoughtfulness subscales). According to the findings of the study, the problems in peer relationships decreased in the second measurements compared to the first measurements, while the social-emotional variables increased in the second measurements compared to the first measurements. In the study, the three problems faced in peer relationships predicted at least one of the social-emotional well-being variables both in the short-term and the long-term. This result may be interpreted as the fact that peer relationships have strong effects on social and emotional development. Social-Emotional Well-Being and Resilience Scale (PERIK-in English: Positive development and resilience in kindergarten) (Making contact-social performance and self-control-thoughtfulness subscales): (Mayr and Ulich (2006) focused on well-being positive development concepts when developing this assessment tool. PERIK was developed based on the concepts of mental health, resilience, and school readiness. In a recent study related to the scale, the final form of the scale with six subscales and 36 items, was attained (Mayr & Ulich, 2009). The scale consists of five subscales. The subscales are as follows: Making contact-social performance, self-control-thoughtfulness, self-assertiveness, emotional stability-coping with stress, task orientation and pleasure in exploring. The scoring of the five- point likert scale is performed as follows: “Always=5, Usually=4, Partly=3, Seldomly=2, Never=1”. The highest and lowest scores to be obtained from each subscale are 30 and 1, respectively. The scale is completed by teachers in the name of children. PERIK was adapted to Turkish in 2018 (Durmuşoğlu Saltalı et al., 2018). In this study, making contact-social performance and self-control-thoughtfulness subscales were used. Within the scope of the study, the internal consistency coefficient was found to be .92 for the making contact-social performance subscale and .92 for the self-control-thoughtfulness subscale.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125561496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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