Okul Öncesi Dönem Çocuklarının Duygu Düzenleme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi

Year 2017, Issue: 44, 442 - 466, 21.12.2017

Şuheda Bozkurt Yükçü , Haktan Demircioğlu

https://doi.org/10.21764/maeuefd.336085

Cited By: 23

Abstract

İnsanın günlük yaşamı göz önünde
bulundurulduğunda,  aynı gün içerisinde
birçok farklı duygunun deneyimlendiği ancak sosyal ilişkileri sürdürebilmek
için her durum ve ortamda duyguların doğal seyrinde yaşanamadığı görülmektedir.
Kişi duygularını yaşarken içinde bulunduğu ortam ve çevresindeki kişilerden
bağımsız değildir. Bu nedenle kişinin duygularını düzenleme yolları bulması
oldukça önemli hale gelmektedir. Bu araştırmanın amacı; okul öncesi dönemdeki
çocukların duygu düzenleme becerilerinin çeşitli değişkenler açısından
incelemektir. Araştırmanın örneklemi, basit rastgele örnekleme yöntemi ile
seçilmiş olan 2015-2016 eğitim ve öğretim yılında Ankara ili Çankaya ilçesinde
bulunan bağımsız anaokullarına devam eden 4-6 yaş arası 240 çocuk ve ebeveynden
oluşmaktadır. Betimsel araştırma yöntemlerinden kesitsel tarama modelinde
yürütülen araştırmanın veri toplama aşamasında; Genel Bilgi Formu ve Duygu
Düzenleme Ölçeği kullanılmıştır. Verilerin analizi yapılırken Kruskal Wallis-H
Testi, Bağımsız Gruplar-T Testi ve Tek Yönlü Varyans Analizi kullanılmıştır.
Elde edilen bulgular üzerinden çocukların duygu düzenleme becerilerinin yaş,
cinsiyet, kardeş sayısı, anne çalışma durumu, babanın yaşı ve babanın eğitim
durumuna göre farklılık göstermediği ancak annenin eğitim düzeyi, annenin yaşı
ve ailenin aylık gelirine göre farklılaştığı sonucuna ulaşılmıştır. 

Keywords

Duygu, duygu düzenleme, okulöncesi, çocuk gelişimi

Examining of the Emotion Regulation Skills in Preschool Children in terms of Different Variables

Abstract

Considering people's daily life, it is seen that many
feelings are experienced in the same day, but feelings can not always be
experienced naturally in order to sustain social relations. The individual is
not independent of the environment in which he or she is living and the people
around it. For this reason, it becomes very important to find ways to regulate
one's feelings. The purpose of this research is to examine preschool children's
emotion regulation skills in terms of various variables. The sample of the
study selected by simple random sampling method, consisted of 240 parents and
their children between the ages 4-6 who attend independent kindergartens
located in Çankaya counties of Ankara during the 2015-2016 academic year. In
this study conducted by descriptive screenning model, General Information Form
and Emotion Regulation Checklist were used. Kruskal Wallis-H Test, Independent
Groups T Test, One Way Anova were used to analyze of data. According to the
results of this study, emotion regulation skills of children differ based on
mother’s age and educational status and montly income but do not differ based on
age,  gender, number of siblings,
father’s educational status, mother’s and father’s working status.

 

Keywords

Emotion, emotion regulation, preschool, child development

References

• Aka, B. T. (2011). Perceived parenting styles, emotion recognition, and emotion regulation in relation to psychological well-being: Symptoms of depression, obsessive-compulsive disorder, and social anxiety. Middle East Technical University.
• Altan, Ö. (2006). The effects of maternal socialization and temperament on children’s emotion regulation. Koç University. Arı, M., & Yaban, E. H. (2016). Okulöncesi Dönemdeki Çocukların Sosyal Davranışları: Mizaç ve Duygu Düzenlemenin Rolü Social Behavior in Preschool Children: The Role of Temperament and Emotion Regulation. Aydın, F. (2010). Maternal emotion regulation, socio-economic status and social context as predictors of maternal emotion socialization practices. İstanbul Bilgi Üniversitesi.
• Bargh, J. A., & Williams, L. E. (2007). The nonconscious regulation of emotion. Handbook of emotion regulation, 1, 429Á445.
• Batum, P., & Yagmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology: Developmental• Learning• Personality• Social, 25(4), 272-294.
• Brownell, C. A., Kopp, C. B., Brownell, C., & Kopp, C. (2007). Transitions in toddler socioemotional development. Socioemotional development in the toddler years: Transitions and transformations, 1-40.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi, 177-184.
• Calkins, S. D. (2009). Regulatory competence and early disruptive behavior problems: The role of physiological regulation. Biopsychosocial regulatory processes in the development of childhood behavioral problems, 86-115.
• Calkins, S. D., & Dedmon, S. E. (2000). Physiological and behavioral regulation in two-year-old children with aggressive/destructive behavior problems. Journal of abnormal child psychology, 28(2), 103-118.
• Calkins, S. D., & Fox, N. A. (2002). Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression. Development and psychopathology, 14(03), 477-498. Calkins, S. D., & Hill, A. (2007). Caregiver influences on emerging emotion regulation. Handbook of emotion regulation, 229248.
• Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510.
• Cole, P. M., Dennis, T. A., Smith‐Simon, K. E., & Cohen, L. H. (2009). Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self‐regulation. Social development, 18(2), 324-352.
• Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child development, 75(2), 317-333.
• Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the society for research in child development, 59(2‐3), 73-102. D'Zurilla, T. J., Maydeu-Olivares, A., & Kant, G. L. (1998). Age and gender differences in social problem-solving ability. Personality and individual differences, 25(2), 241-252.
• D'Zurilla, T. J., & Nezu, A. M. (1999). Problem-solving therapy: A social competence approach to clinical intervention: Springer Publishing Company.
• Demirkapı, E. Ş. (2014). Çocukluk çağı travmalarının duygu düzenleme ve kimlik gelişimine etkisi ve bunların psikopatolojiler ile ilişkisi.
• Denollet, J., Nyklìček, I., & Vingerhoets, A. J. (2008). Introduction: Emotions, emotion regulation, and health Emotion Regulation (pp. 3-11): Springer.
• Dodge, K. A., & Garber, J. (1991). Domains of emotion regulation. The development of emotion regulation and dysregulation, 3-11.
• Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological inquiry, 9(4), 241-273.
• Eisenberg, N., Fabes, R. A., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers' social skills and sociometric status. Child development, 64(5), 1418-1438.
• Eisenberg, N., Losoya, S., Fabes, R. A., Guthrie, I. K., Reiser, M., Murphy, B., . . . Padgett, S. J. (2001). Parental socialization of children's dysregulated expression of emotion and externalizing problems. Journal of Family Psychology, 15(2), 183.
• Eisenberg, N., & Spinrad, T. L. (2004). Emotion‐related regulation: Sharpening the definition. Child development, 75(2), 334-339.
• Eisenberg, N., & Zhou, Q. (2000). Regulation from a developmental perspective. Psychological inquiry, 11(3), 166-171.
• Field, A. (2009). Discovering statistics using SPSS: Sage publications.
• Fox, N. A., & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26.
• Garner, P. W., & Spears, F. M. (2000). Emotion regulation in low‐income preschoolers. Social development, 9(2), 246-264.
• Gelgör, F. Z. (2016). Anne, baba ve çocuk tarafindan algilanan ebeveyn kabul-red ve kontrolünün çocuğun duygu düzenleme becerisi ile ilişkisi. (Yüksek Lisans (Yayımlanmamış)), Hasan Kalyoncu Üniversitesi.
• Goodman, W. B., Crouter, A. C., Lanza, S. T., Cox, M. J., & Vernon‐Feagans, L. (2011). Paternal work stress and latent profiles of father–infant parenting quality. Journal of Marriage and Family, 73(3), 588-604.
• Gross, J. J. (1998). Antecedent-and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. Journal of personality and social psychology, 74(1), 224.
• Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations.
• Gyurak, A., Gross, J. J., & Etkin, A. (2011). Explicit and implicit emotion regulation: a dual-process framework. Cognition and Emotion, 25(3), 400-412.
• Israel, G. D. (1992). Determining sample size: University of Florida Cooperative Extension Service. Institute of Food and Agriculture Sciences, EDIS.Kağıtçıbaşı, Ç., & Öztürk, Ş. (2010). Benlik, aile ve insan gelişimi: Kültürel psikoloji.
• Karaaslan, Ü. K. (2012). Okul öncesi eğitimin ve diğer değişkenlerin ilköğretim 1. sınıf öğrencilerinin duyguları tanıma ve ifade etme becerilerine etkisi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
• Karayılmaz, D. (2008). Ana sınıfına devam eden çocukların duygusal zeka ve sosyal uyum becerileri arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and emotion, 23(1), 4-41. Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental psychology, 18(2), 199.
• Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view. Developmental psychology, 25(3), 343. Macklem, G. L. (2007). Practitioner's guide to emotion regulation in school-aged children: Springer Science & Business Media.
• Mansfield, A. K., Dealy, J. A., & Keitner, G. I. (2013). Family Functioning and Income: Does Low-Income Status Impact Family Functioning? The Family Journal, 21(3), 297-305.
• Mauss, I. B., Bunge, S. A., & Gross, J. J. (2007). Automatic emotion regulation. Social and Personality Psychology Compass, 1(1), 146-167.
• Metin, İ. (2010). The effects of dispositional anger, effortful control and maternal responsiveness on Turkish preschoolers’ emotion regulation. Koç University. Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social development, 16(2), 361-388.
• Ramazan, A., & Seçer, Z. Ş. (2004). Okulöncesi dönemdeki Çocukların duygusal Yüz İfadelerini Tanıma Becerilerinin Çeşitli Değişkenler açısından İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(11), 67-84.
• Raver, C. C. (2004). Placing emotional self‐regulation in sociocultural and socioeconomic contexts. Child development, 75(2), 346-353.
• Rothbart, M. K., Ziaie, H., & O'boyle, C. G. (1992). Self‐regulation and emotion in infancy. New directions for child and adolescent development, 1992(55), 7-23.
• Saarni, C. (1984). An observational study of children's attempts to monitor their expressive behavior. Child development, 1504-1513.
• Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: the development and validation of a new criterion Q-sort scale. Developmental psychology, 33(6), 906.
• Stegge, H., & Terwogt, M. M. (2007). Awareness and regulation of emotion in typical and atypical development. Handbook of emotion regulation, 269-286.
• Thompson, R. A. (1990). Socioemotional development (Vol. 36): U of Nebraska Press.
• Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the society for research in child development, 59 (2-3), 25-52. Thompson, R. A., & Meyer, S. (2007). Socialization of emotion regulation in the family. Handbook of emotion regulation, 249.
• Yagmurlu, B., & Altan, O. (2010). Maternal socialization and child temperament as predictors of emotion regulation in Turkish preschoolers. Infant and Child Development, 19(3), 275-296.