INVESTIGATION OF RESILIENCE WITHIN EARLY CHILDHOOD LITERATURE

Yıl 2022, Sayı: 64, 242 - 273, 28.10.2022

Zülfiye Güzin Arslan , Haktan Demircioğlu

https://doi.org/10.21764/maeuefd.1071975

Öz

This study aims to determine the factors that risk or support resilience within preschool picture books that are in the libraries of preschool institutions settled in the socioeconomically risky areas. At first, for the research, three schools placed in districts with low socio- economic status in Ankara were chosen accordingly the “Ankara Statistical Report of 2011”. Within these schools, 204 children’s picture books were examined with the help of ‘The Checklist of Analyzing Resilience in Preschool Picture Books’ prepared by researchers. Resiliency indicators were recorded as positive/ negative/ not encountered in the checklist. When the results were checked, it was seen that analyzed children’s picture books are insufficient in supporting many of the dimensions of resilience after all, contain the factors triggering risk within themselves. Besides, it was stated that the samples which have the features of strengthening resilience are a considerable amount. Considering all this information, suggestions for serving for future studies and for educators towards criteria for choosing books were presented.

Anahtar Kelimeler

Children-at-risk, children’s picture books, early childhood literature, preschool period, resilience

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

We are thankful to the preschool managers and teachers who had accepted us to their schools for our study.

ERKEN ÇOCUKLUK EDEBİYATINDA PSİKOLOJİK SAĞLAMLIĞIN İNCELENMESİ

Öz

Bu çalışma, sosyoekonomik açıdan riskli bölgelerde yer alan okul öncesi kurumların kütüphanelerinde bulunan okul öncesi resimli çocuk kitaplarında psikolojik sağlamlığı riske atan veya destekleyen faktörleri belirlemeyi amaçlamaktadır. Araştırma için öncelikle “2011 Ankara İstatistik Raporu”na göre Ankara’da yer alan sosyo-ekonomik düzeyi düşük ilçelerde bulunan üç okul seçilmiştir. Bu okullarda 204 resimli çocuk kitabı, araştırmacılar tarafından hazırlanan “Resimli Çocuk Kitaplarında Psikolojik Sağlamlığı İnceleme Kontrol Listesi” yardımı ile incelenmiştir. Dayanıklılık göstergeleri olumlu /olumsuz/ karşılaşılmadı olarak kontrol listesine kaydedilmiştir. Sonuçlara bakıldığında, incelenen resimli çocuk kitaplarının psikolojik sağlamlığın birçok boyutunu desteklemekte yetersiz kaldığı, riski tetikleyen faktörleri kendi içinde barındırdığı görülmüştür. Diğer yandan, psikolojik sağlamlığı destekleyici özelliklere sahip örneklerin de azımsanmayacak sayıda olduğu görülmüştür. Tüm bu bilgiler göz önünde bulundurularak, ileride yapılacak çalışmalara ve eğitimcilere kitap seçimi kriterlerine hizmet edecek öneriler sunulmuştur.

Anahtar Kelimeler

risk altındaki çocuklar, resimli çocuk kitapları, erken çocukluk debiyatı, okul öncesi dönem, psikolojik sağlamlık

Proje Numarası

-

Kaynakça

• Allan, R., & Ungar, M. (2014). Resilience-Building Interventions with Children, Adolescents, and Their Families. In S. Prince-Embury & D. H. Saklofske (Eds.), Resilience Interventions for Youth in Diverse Populations (pp. 447–462). Springer.
• Atwool, N. (2006). Attachment and resilience: Implications for children in care. Child Care in Practice, 12(4), 315-330.
• Bailey Jr, D. B. (2002). Are critical periods critical for early childhood education?: The role of timing in early childhood pedagogy. Early Childhood Research Quarterly, 17(3), 281-294. https://doi.org/10.1016/S0885-2006(02)00165-5
• Benson, H. P. (2007). Children’s dispositional optimism and pessimism: Social and emotional outcomes. Children’s Dispositional Optimism and Pessimism: Social and Emotional Outcomes. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc6&NEWS=N&AN=2009-99080-329
• Bonanno, G. A. (2004). Loss, trauma, and human resilience: have we underestimated the human capacity to thrive after extremely aversive events?. American psychologist, 59(1), 20. https://doi.org/10.1037/0003-066X.59.1.20
• Bottrell , D. (2007). Resistance , Resilience and Social Identities : Reframing ‘ Problem Youth ’ and the Problem of Schooling Resistance , Resilience and Social Identities : Reframing ‘ Problem Youth ’ and the Problem of Schooling. Journal of Youth Studies, 6261(10), 5. https://doi.org/10.1080/13676260701602662
• Brooks, R., & Brooks, S. (2014). Creating Resilient Mindsets in Children and Adolescents: A Strength-Based Approach for Clinical and Nonclinical Populations. In S. Prince-Embury & D. H. Saklofske (Eds.), Resilience Interventions for Youth in Diverse Populations (pp. 58–82). Springer.
• Brown, R. (2015). Building children and young people’s resilience: Lessons from psychology. International Journal of Disaster Risk Reduction, 14, 115–124. https://doi.org/10.1016/j.ijdrr.2015.06.007
• Bumpass, L. L., Raley, R. K., & Sweet, J. A. (1995). The changing character of stepfamilies : Implications of cohabitation and nonmarital childbearing. Demography, 32(3), 425–436.
• Çakmak, A. (2012). Mizah ve mizahin terapötik kullanımı. In II. Uluslararası VI. Ulusal Psikiyatri Hemşireliği Kongresi (pp. 250–251).
• Campbell, M. (2007). Don’t worry: Promoting resilience through the use of books in the classroom. Primary & Middle Years Educator, 5(1), 3–8. Retrieved from https://login.ezproxy.net.ucf.edu/login?auth=shibb&url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=25136304&site=eds-live&scope=site
• Cavioni, V., Zanetti, M. A., Beddia, G., & Spagnolo, M. L. (2018). Promoting resilience: a european curriculum for students, teachers and families. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: concepts, contexts and connections (pp. 313–332). Springer International Publishing. https://doi.org/10.1007/978-3-319-76690-4
• Chua, T. H. H., & Chang, L. (2016). Follow me and like my beautiful selfies: Singapore teenage girls’ engagement in self-presentation and peer comparison on social media. Computers in Human Behavior, 55, 190–197. https://doi.org/10.1016/j.chb.2015.09.011
• Cronin, M. E. (2012). Resilience and literacy: Building two strengths at once. Impact on Instructional Improvemnet, 37(1), 11–14. Retrieved from /citations?view_op=view_citation&continue=/scholar?hl=en&as_sdt=0,5&scilib=1&citilm=1&citation_for_view=AtbOHgUAAAAJ:eQOLeE2rZwMC&hl=en&oi=p
• Engle, P. L., Castle, S., & Menon, P. (1996). Child development: Vulnerability and resilience. Social science & medicine, 43(5), 621-635. https://doi.org/10.1016/0277-9536(96)00110-4
• Erikson, E. (1968). Childhood and the anticipaton of roles. In Identity Youth and Crisis (pp. 115–122). w.w. Norton & Company.
• Felner, R. D., & DeVries, M. L. (2013). Poverty in Childhood and Adolescence: A Transactional–Ecological Approach to Understanding and Enhancing Resilience in Contexts of Disadvantage and Developmental Risk. In S. Goldstein & R. B. Brooks (Eds.), Handbook of Resilience in Children (2nd ed., pp. 105–126). Springer. https://doi.org/10.1007/978-1-4614-3661-4
• Gizir, C. A. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 113–128.
• Grotberg, E. (1995). The Internacional Resilience Project: Promoting Resilience in Children. Wisconsin: Universidad de Wisconsin
• Gupta, N., & Kumar, S. (2015). Significant predictors for resilience among a sample of undergraduate students: Acceptance, forgiveness and gratitude. Indian Journal of Health and Wellbeing, 6(2), 188–191. Retrieved from http://www.myresearchjournals.com/index.php/IJHW/article/view/77
• Herbozo, S., Tantleff-Dunn, S., Gokee-Larose, J., & Thompson, J. K. (2004). Beauty and thinness messages in children’s media: A content analysis. Eating Disorders, 12(1), 21–34. https://doi.org/10.1080/10640260490267742
• Horning, L. E., & Rouse, K. A. G. (2002). Resilience in preschoolers and toddlers from low-income families. Early Childhood Education Journal, 29(3), 155-159. https://doi.org/10.1023/A:1014580408103
• Hornor, G. (2017). Resilience. Journal of Pediatric Health Care, 31(3), 384–390. https://doi.org/10.1016/j.pedhc.2016.09.005
• Howard, S., & Johnson, B. (2000). What makes the difference? Children and teachers talk about resilient outcomes for children “at risk.” Educational Studies, 26(3), 321–337. https://doi.org/10.1080/03055690050137132
• Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
• Işıtan, S. (2014). Caillou çizgi film karakteri ile ilgili türkçe resimli öykü kitaplarının biçimsel ve içerik özelliklerinin incelenmesi. İlköğretim Online, 13(1), 191–204.
• Jordan, A. (2005). Learning to use books and television an exploratory study in the ecological perspective. American Behavioral Scientist, 48(5), 523–538. https://doi.org/10.1177/0002764204271513
• Karaırmak, Ö., & Siviş-Çetinkaya, R. (2011). Benlik saygısının ve denetim odağının psikolojik sağlamlık üzerine etkisi: duyguların aracı. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(35), 30–41. https://doi.org/10.17066/PDRD.81376
• Karaırmak, Ö. (2010). Establishing the psychometric qualities of the Connor–Davidson Resilience Scale (CD-RISC) using exploratory and confirmatory factor analysis in a trauma survivor sample. Psychiatry Research, 179(3), 350–356. https://doi.org/10.1016/j.psychres.2009.09.012
• Kaźmierczak, M. (2017). Fostering resilience through fairy tales : The girl without hands by Jacob and Wilhelm Grimm. Studia Paedagogica Ignatiana, 20(4), 15–34. https://doi.org/10.12775/SPI.2017.4.001
• Kelly, J. B., & Emery, R. E. (2003). Children’s adjustment following divorce: Risk and resilience perspectives. Family Relations, 52(4), 352–362. https://doi.org/10.1111/j.1741-3729.2003.00352.x
• Mardi, H. Ö. (2006). Çocuk kitapları resimlemede karakter yaratma (Doctoral dissertation, DEÜ Eğitim Bilimleri Enstitüsü).
• Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American psychologist, 56(3), 227.
• McCallum, R., & Stephens, J. (2011). Ideology and Children’s Books. In S. Wolf, K. Coats, P. Encis, & C. Jenkins (Eds.), Handbook of Research on Children’s and Young Adult Literature (pp. 359–371). Newyork: Routledge. https://doi.org/10.4324/9780203843543.ch25
• Neuman, S. B., & Celano, D. (2001). Access To Print in Low-Income and Middle-Income Communities: An Ecological Study of Four Neighborhoods. Reading Research Quarterly\, 36(1), 8–26. https://doi.org/Doi 10.1598/Rrq.36.1.1
• Noble, T., & McGrath, H. (2018). Making it real and making it last! Sustainability of teacher ımplementation of a whole-school resilience programme. In M. Wosnitza, F. Peixoto, S. Beltman, & C. Mansfield, F. (Eds.), Resilience in education: concepts, contexts and connections (pp. 289–312). Springer International Publishing. https://doi.org/10.1007/978-3-319-76690-4
• Oxenberg, L. (2008). The effects of character education on the behavior of 5th grade students. Rowan University.
• Pearson, J., & Hall, D.K. (2007). Using literature to promote children’s resilience, 14–15. Received from:https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.499.510&rep=rep1&type=pdf
• Resnick, M. D., & Taliaferro, L. A. (2011). Resilience. In Encyclopedia of adolescence (pp. 299–306). Academic Press.
• Satıcı, S. A., & Deniz, M. E. (2017). Mizahla Başa Çıkma ve İyilik Hali: Psikolojik Sağlamlık ve İyimserliğin Aracılık Rolünün İncelenmesi. İlköğretim Online, 16(3), 1343–1356. https://doi.org/10.17051/ilkonline.2017.330262
• Schorr, L. B. (1988). Within our reach: Breaking the cycle of disadvantage. New York, NY: Doubleday.
• Signes, M. T., Kaźmierczak, M., Amado, L., Acereda, A., & Bártoli, L. M. (2017). Children’s literature and education in values: self-esteem as the basis for a resilient attitude. Edukacja Elementarna w Teorii i Praktyce, 3(45), 13–22.
• Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. X., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585.
• Taket, A. R., Nolan, A., & Stagnitti, K. (2014). Family strategies to support and develop resilience in early childhood. Early Years, 34(3), 289-300. https://doi.org/10.1080/09575146.2013.877421
• Triplett, C. F., & Buchanan, A. (2005). Book talk: Continuing to rouse minds and hearts to life. Reading Horizons, 46(2), 2.
• Ulusoy, K. (2007). Sosyal bilgiler öğretmenlerinin tarih ve ahlâk eğitimi ilişkisi üzerine görüşleri (sakarya il örneği). Değerler Eğitimi Dergisi, 5(13), 155–177.
• Uzmen, S., & Mağden, D. (2002). Okulöncesi eğitim kurumlarına devam eden altı yaş çocuklarının prososyal davranışlarının resimli çocuk kitapları ile desteklenmesi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 15, 193–212.
• Vanderpol, M. (2002). Resilience: A Missing Link in Our Understanding of Survival. Harvard Review of Psychiatry, 10(5), 302–306. https://doi.org/10.1080/10673220216282
• Waller, M. A. (2001). Resilience in ecosystemic perspective: Evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290–297.
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.
• Yüceşahin, M. M., & Tuysuz, S. (2011). Ankara kentinde sosyo-mekânsal farklılaşmanın örüntüleri: ampirik bir analiz. Coğrafi Bilimler Dergisi, 9(2), 159–188.
• Zambo, D. M. (2007). What can you learn from bombaloo? Using picture books to help young students with special needs regulate their emotions. Teaching Exceptional Children, 39(3), 32–39.
• Ziftçi, N. (2006). Çocuk edebiyatı çevirisinde kültürel değerlerin aktarılması. In S. Sever (Ed.), II. Ulusal Çocuk ve Gençlik Edebiyatı Sempozyumu (pp. 357–360). Ankara: Ankara Üniversitesi Yayınları.