Araştırma Makalesi
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PEER ACCEPTANCE AND REJECTION AMONG PRE-SCHOOL CHILDREN IN THE CONTEXT OF CLASSROOM AND PEER CULTURE

Yıl 2025, Cilt: 34 Sayı: 1, 781 - 796, 30.04.2025

Mustafa Yaşar , Tuba Çay Sağlam

https://doi.org/10.35379/cusosbil.1652841

Öz

This study aimed to trace peer acceptance and rejection behaviors among preschool children in two intertwined contexts of classroom and peer culture in Turkey. Participants consisted of 23 children (13 boys and 10 girls, aged 5-6) attending in the classroom of one of the researchers who worked as a preschool teacher. In addition to these children, the research group included three other kids who came to class at various times. Participant observation, interviews, researcher diaries, and document analysis were all used as data collection techniques. In this study, the data were analyzed through the Theoretical Matrix Method (Groenland, 2016), which involves using some theoretical concepts as a base in the process of uncovering categorical structures and underlying meanings. The results revealed that the exclusion behaviors in this classroom were mostly contextual and influenced by friendships dynamics. From the perspective of peer culture, pretend play was at the centre of children’s interaction. Leadership among children was fluid, and certain shared values acquired among children regulated their peer interactions in the classroom, despite the presence of specific peer groups in the classroom. The classroom had functional rules and hierarchical structure, while semi-permeable interpersonal boundaries contributed to an atmosphere focused on social inclusion.

Anahtar Kelimeler

Peer acceptance Peer rejection Peer culture General Systems Theory Preschool education

Etik Beyan

All parents were informed about the project and a written agreement was obtained along with a university ethics committee decision (E-19337145-929-91094).

Kaynakça

  • Arnold, D. H., Homrok, S., Ortiz, C., & Stowe, R. M. (1999). Direct observation of peer rejection acts and their temporal relation with aggressive acts. Early Childhood Research Quarterly, 14(2), 183–196. https://doi.org/10.1016/S0885-2006(99)00009-5
  • Asher, S. R., & Coie, J. D. (Eds.). (1990). Peer rejection in childhood. Cambridge University Press.
  • Asher, S. R. & Wheeler, V. A. (1985). Children’s loneliness: A comparison of rejected and neglected peer status. Journal of Consulting and Clinical Psychology 53(4), 500–505. https://doi.org/10.1037/0022-006X.53.4.500
  • Beazidou, E. & Botsoglou, K. (2023) Fostering positive relationships among classmates: useful models for social pedagogical actions, International Journal of Early Years Education, 32(2), 469-483, 10.1080/09669760.2023.2221686
  • Beazidou, E. & Botsoglou, K. (2016). Peer acceptance and friendship in early childhood: the conceptual distinctions between them. Early Child Development and Care, 186(10), 1615-1631. https://doi.org/10.1080/03004430.2015.1117077
  • Brown, W. H., Odom, S. L., & Holcombe, A. (1996). Observational assessment of young children's social behavior with peers. Early Childhood Research Quarterly, 11(1), 19–40. https://doi.org/10.1016/S0885-2006(96)90027-7
  • Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424. https://doi.org/10.1016/j.jsp.2005.09.001
  • Buhs, E. S., Ladd, G. W. & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1–13. https://doi.org/10.1037/0022-0663.98.1.1
  • Coie, J. D., & Cillessen, A. H. (1993). Peer rejection: Origins and effects on children's development. Current Directions in Psychological Science, 2(3), 89–92. https://doi.org/10.1111/1467-8721.ep10770946
  • Cooley, S., Elenbaas, L., & Killen, M. (2016). Social exclusion based on group membership is a form of prejudice. In S.S. Horn, M.D. Ruck & L.S. Liben, (Eds), Equity and Justice in Developmental Science: Implications for Young People, Families, and Communities. Advances in Child Development and Behavior ( J.B. Benson, Series Ed.), Vol. 51: Elsevier Inc.
  • Corsaro, W. A. (2014). The sociology of childhood. 4. Edition. Thousand Oaks, CA: Sage Publications.
  • Çay Sağlam, T. & Yaşar, M. (2017). Teoride, pratikte ve araştırmalarda öteki ve ötekileştirme/ the other and othering in theory, practice and research, Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(3), 135-154
  • Çelik Yakar, T. (2019). Okul öncesi dönem çocuklarının kullandıkları liderlik stratejilerinin oyun bağlamında incelenmesi / Investigation of the leadership strategies of preschool children in the context of play. Çukurova University. Unpublished Masters Thesis.
  • Demirtaş-Zorbaz, S., Arıkan, I. & Gül, S. (2022). Predictors of peer rejection among preschool childrens. Trakya Journal of Education, 12(1), 193-202. Doi: 10.24315/tred.884775
  • DeRosier, M. E., Kupersmidt JB, Patterson CJ. (1994). Children's academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65(6), 1799-813. Doi: 10.1111/j.1467-8624.1994.tb00850.x
  • Eidsvag, G. M. & Rosell, Y. (2021). The power of belonging: Interactions and values in children’s group play in early childhood programs. International Journal of Early Childhood, 53, 83–99. https://doi.org/10.1007/s13158-021-00284-w Fanger, S. M., Frankel, L. A., & Hazen, N. (2012). Peer exclusion in preschool children's play: Naturalistic observations in a playground setting. Merrill-Palmer Quarterly, 58(2), 224–254. https://doi.org/10.1353/mpq.2012.0007
  • Fernie, D. E., Kantor, R., Klein, E. L., Meyer, C. & Elgas, P. M. (1988). Becoming students and becoming ethnographers in a preschool, Journal of Research in Childhood Education, 3(2), 132-141, DOI: 10.1080/02568548809594935
  • Gifford-Smith, M. E. & Brownell, C. A. (2003). Childhood peer relationships: social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284.
  • Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction (5th Edition). Pearson.
  • Groenland, E. A. G. (2014). Employing the Matrix Method as a tool for the analysis of qualitative research data in the business domain. Retrieved from: http://ssrn.com/abstract=2495330
  • Gülay, H. (2009). 5-6 yaş çocuklarinin sosyal konumlarini etkileyen çeşitli değişkenler. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 6(I), 104-121. http://efdergi.yyu.edu.tr
  • Gülay, H. & Erten, H. (2011). Okul öncesi dönem çocuklarının akran kabullerinin okula uyum değişkenleri üzerġndeki yordayıcı etkisi. E-International Journal of Educational Research, 2(1), 81-92. http://www.e-ijer.com/tr/pub/issue/8013/105256
  • Gündoğdu, S. & Yaşar, M. (2021). Okul öncesi dönemde çocuklar arasındaki sınıf içi güç ilişkilerinin incelenmesi, Ondokuz Mayis University Journal of Education Faculty, 40(1), 122–141. https://dergipark.org.tr/tr/pub/omuefd/issue/62535/790496
  • Harrist, A. W., & Bradley, K. D. (2003). “You can’t say you can’t play”: intervening in the process of social exclusion in the kindergarten classroom. Early Childhood Research Quarterly, 18(2), 185-205. DOI: 10.1016/S0885-2006(03)00024-3
  • Johnson, C., Ironsmith, M., Snow, C. W., & Poteat, G. M. (2000). Peer acceptance and social adjustment in preschool and kindergarten. Early Childhood Education Journal, 27(4), 207-212. https://doi.org/10.1023/B:ECEJ.0000003356.30481.7a
  • Killen, M. & Malti, T. (2015). Chapter eight: Moral judgments and emotions in contexts of peer exclusion and victimization. In, Janette B. Benson (Ed.) Advances in Child Development and Behavior, Volume 48, (pp. 249-276). http://dx.doi.org/10.1016/bs.acdb.2014.11.007
  • Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child development, 61(4), 1081-1100. https://doi.org/10.2307/1130877
  • Ladd, G. W. (2005). Children’s peer relations and social competence: A century of progress. New Haven, Connecticut: Yale University Press.
  • Leung, B. P. & Silberling, J. (2006). Using sociograms to ıdentify social status in the classroom. Contemp School Psychology, 11, 57–61. https://doi.org/10.1007/BF03341115
  • Liem, G. A. D., & Fredricks, J. A. (2025). Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities. British Journal of Educational Psychology, 00, 1–21. https://doi.org/10.1111/bjep.12753
  • Martín-Antón, L. J., Molinero-González, P., Carbonero, M. Á, & Arteaga-Cedeño, W. L. (2024). Sociometric distribution in Early Childhood Education: reasons for peer acceptance and peer rejection. Educación XX1, 27(1), 323-352. https://doi. org/10.5944/educxx1.36780
  • McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of childhood peer rejection. In M. R. Leary (Ed.), Interpersonal rejection (pp. 213–247). Oxford University Press.
  • O'Neil, R., Welsh, M., Parke, R. D., Wang, S. & Strand C. (1997). A longitudinal assessment of the academic correlates of early peer acceptance and rejection, Journal of Clinical Child Psychology, 26(3), 290-303, DOI: 10.1207/s15374424jccp2603_8
  • Paley, V. G. (1992). You can’t say you can’t play. Harvard University Press.
  • Parker, J. G. & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin 102(3), 357-89. DOI: 10.1037/0033-2909.102.3.357
  • Salı, G. (2014). An examination of peer relationships and exposure to peer violence among pre-school children in terms of different variables. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 43(2), 195-216. DOI: 10.14812/cufej.2014.020
  • Sanderson, J. A., & Siegal, M. (1995). Loneliness and stable friendship in rejected and nonrejected preschoolers. Journal of Applied Developmental Psychology, 16(4), 555-567. https://doi.org/10.1016/0193-3973(95)90004-7
  • Troop-Gordon, W. (2015). The role of the classroom teacher in the lives of children victimized by peers, Child Development Perspectives, 9(1), 55–60. https://doi.org/10.1111/cdep.12106
  • Volling, B. L., MacKinnon-Lewis, C., Rabiner, D., & Baradaran, L. P. (1993). Children's social competence and sociometric status: Further exploration of aggression, social withdrawal, and peer rejection. Development and Psychopathology, 5(3), 459–483. https://doi.org/10.1017/S0954579400004521
  • Vygotsky, (1978). Mind in society. Harward University Press.
  • Walker, S. (2009). Sociometric stability and the behavioral correlates of peer acceptance in early childhood. J Genet Psychol. 170(4):339-58. doi: 10.1080/00221320903218364
  • Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievementin middle school. Child Development, 68(6), 1198–1209. https://doi.org/10.2307/1132301
  • Yaşar, M. (2017). Adaptation of general system theory and structural family therapy approach to classroom management in early childhood education. Çukurova Üniversitesi Eğitim Fakültesi Dergisi 46, 665–696. DOI: 10.14812/cuefd.300993
  • Yanık Özger, B., & Yasar, M. (2018). An ethnographic approach to peer culture in a Turkish preschool classroom. International Electronic Journal of Elementary Education, 10(4), 489-496. https://www.iejee.com/index.php/IEJEE/article/view/406
  • Yanık, Özger B. & Yaşar, M. (2022). An ethnographic study on the role of village culture and family relations in the transition from home to preschool education, Early Years, 43(4-5), DOI: 10.1080/09575146.2022.2031118
  • Yıldırım Hacıibrahimoğlu, B. & Ustaoğlu, A. (2020). The acceptance of Turkish kindergarten children toward children with disabilities, European Early Childhood Education Research Journal, 28(3), 391-412, DOI: 10.1080/1350293X.2020.1755497

SINIF VE AKRAN KÜLTÜRÜ BAĞLAMINDA OKUL ÖNCESİ ÇOCUKLAR ARASINDA KABUL VE RET

Yıl 2025, Cilt: 34 Sayı: 1, 781 - 796, 30.04.2025

Mustafa Yaşar , Tuba Çay Sağlam

https://doi.org/10.35379/cusosbil.1652841

Öz

Bu çalışma, Türkiye’de sınıf ve akran kültürünün iç içe geçtiği iki bağlamda okul öncesi çocuklar arasında kabul ve ret davranışlarını izlemeyi amaçlamıştır. Katılımcılar, araştırmacılardan birinin okul öncesi öğretmeni olarak görev yaptığı sınıfa devam eden 23 çocuktan (13 erkek ve 10 kız, 5-6 yaş) oluşmuştur. Bu çocuklara ek olarak, araştırma grubuna çeşitli zamanlarda sınıfa gelen üç çocuk daha dahil edilmiştir. Çalışmada veri toplama teknikleri olarak katılımcı gözlem, mülakatlar, araştırmacı günlükleri ve doküman analizi kullanılmıştır. Veriler, kategorik yapıları ve altta yatan anlamları ortaya çıkarmada bazı teorik kavramları temel alan Teorik Matris Yöntemi (Groenland, 2016) ile analiz edilmiştir. Sonuçlar, bu sınıfta dışlama davranışlarının büyük ölçüde bağlamsal olduğunu ve arkadaşlık ilişkilerinden etkilendiğini ortaya koymuştur. Akran kültürü açısından bakıldığında, çocukların etkileşiminde hayali oyunların merkezde olduğu görülmüştür. Çocuklar arasındaki liderlik geçişken bir yapı sergilemiş ve sınıfta belirli akran grupları bulunmasına rağmen, çocuklar arasında edinilen bazı değerler akran etkileşimlerini düzenlemiştir. Sınıfta işlevsel kurallar ve bir hiyerarşi mevcut olup, yarı geçirgen kişilerarası sınırlar sınıfın kabul odaklı atmosferine katkı sağlamıştır.

Anahtar Kelimeler

Akran Kabulü Akran reddi Akran Kültürü Genel Sistemler Kuramı Okul Öncesi Eğitim

Kaynakça

  • Arnold, D. H., Homrok, S., Ortiz, C., & Stowe, R. M. (1999). Direct observation of peer rejection acts and their temporal relation with aggressive acts. Early Childhood Research Quarterly, 14(2), 183–196. https://doi.org/10.1016/S0885-2006(99)00009-5
  • Asher, S. R., & Coie, J. D. (Eds.). (1990). Peer rejection in childhood. Cambridge University Press.
  • Asher, S. R. & Wheeler, V. A. (1985). Children’s loneliness: A comparison of rejected and neglected peer status. Journal of Consulting and Clinical Psychology 53(4), 500–505. https://doi.org/10.1037/0022-006X.53.4.500
  • Beazidou, E. & Botsoglou, K. (2023) Fostering positive relationships among classmates: useful models for social pedagogical actions, International Journal of Early Years Education, 32(2), 469-483, 10.1080/09669760.2023.2221686
  • Beazidou, E. & Botsoglou, K. (2016). Peer acceptance and friendship in early childhood: the conceptual distinctions between them. Early Child Development and Care, 186(10), 1615-1631. https://doi.org/10.1080/03004430.2015.1117077
  • Brown, W. H., Odom, S. L., & Holcombe, A. (1996). Observational assessment of young children's social behavior with peers. Early Childhood Research Quarterly, 11(1), 19–40. https://doi.org/10.1016/S0885-2006(96)90027-7
  • Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424. https://doi.org/10.1016/j.jsp.2005.09.001
  • Buhs, E. S., Ladd, G. W. & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1–13. https://doi.org/10.1037/0022-0663.98.1.1
  • Coie, J. D., & Cillessen, A. H. (1993). Peer rejection: Origins and effects on children's development. Current Directions in Psychological Science, 2(3), 89–92. https://doi.org/10.1111/1467-8721.ep10770946
  • Cooley, S., Elenbaas, L., & Killen, M. (2016). Social exclusion based on group membership is a form of prejudice. In S.S. Horn, M.D. Ruck & L.S. Liben, (Eds), Equity and Justice in Developmental Science: Implications for Young People, Families, and Communities. Advances in Child Development and Behavior ( J.B. Benson, Series Ed.), Vol. 51: Elsevier Inc.
  • Corsaro, W. A. (2014). The sociology of childhood. 4. Edition. Thousand Oaks, CA: Sage Publications.
  • Çay Sağlam, T. & Yaşar, M. (2017). Teoride, pratikte ve araştırmalarda öteki ve ötekileştirme/ the other and othering in theory, practice and research, Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(3), 135-154
  • Çelik Yakar, T. (2019). Okul öncesi dönem çocuklarının kullandıkları liderlik stratejilerinin oyun bağlamında incelenmesi / Investigation of the leadership strategies of preschool children in the context of play. Çukurova University. Unpublished Masters Thesis.
  • Demirtaş-Zorbaz, S., Arıkan, I. & Gül, S. (2022). Predictors of peer rejection among preschool childrens. Trakya Journal of Education, 12(1), 193-202. Doi: 10.24315/tred.884775
  • DeRosier, M. E., Kupersmidt JB, Patterson CJ. (1994). Children's academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65(6), 1799-813. Doi: 10.1111/j.1467-8624.1994.tb00850.x
  • Eidsvag, G. M. & Rosell, Y. (2021). The power of belonging: Interactions and values in children’s group play in early childhood programs. International Journal of Early Childhood, 53, 83–99. https://doi.org/10.1007/s13158-021-00284-w Fanger, S. M., Frankel, L. A., & Hazen, N. (2012). Peer exclusion in preschool children's play: Naturalistic observations in a playground setting. Merrill-Palmer Quarterly, 58(2), 224–254. https://doi.org/10.1353/mpq.2012.0007
  • Fernie, D. E., Kantor, R., Klein, E. L., Meyer, C. & Elgas, P. M. (1988). Becoming students and becoming ethnographers in a preschool, Journal of Research in Childhood Education, 3(2), 132-141, DOI: 10.1080/02568548809594935
  • Gifford-Smith, M. E. & Brownell, C. A. (2003). Childhood peer relationships: social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284.
  • Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction (5th Edition). Pearson.
  • Groenland, E. A. G. (2014). Employing the Matrix Method as a tool for the analysis of qualitative research data in the business domain. Retrieved from: http://ssrn.com/abstract=2495330
  • Gülay, H. (2009). 5-6 yaş çocuklarinin sosyal konumlarini etkileyen çeşitli değişkenler. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 6(I), 104-121. http://efdergi.yyu.edu.tr
  • Gülay, H. & Erten, H. (2011). Okul öncesi dönem çocuklarının akran kabullerinin okula uyum değişkenleri üzerġndeki yordayıcı etkisi. E-International Journal of Educational Research, 2(1), 81-92. http://www.e-ijer.com/tr/pub/issue/8013/105256
  • Gündoğdu, S. & Yaşar, M. (2021). Okul öncesi dönemde çocuklar arasındaki sınıf içi güç ilişkilerinin incelenmesi, Ondokuz Mayis University Journal of Education Faculty, 40(1), 122–141. https://dergipark.org.tr/tr/pub/omuefd/issue/62535/790496
  • Harrist, A. W., & Bradley, K. D. (2003). “You can’t say you can’t play”: intervening in the process of social exclusion in the kindergarten classroom. Early Childhood Research Quarterly, 18(2), 185-205. DOI: 10.1016/S0885-2006(03)00024-3
  • Johnson, C., Ironsmith, M., Snow, C. W., & Poteat, G. M. (2000). Peer acceptance and social adjustment in preschool and kindergarten. Early Childhood Education Journal, 27(4), 207-212. https://doi.org/10.1023/B:ECEJ.0000003356.30481.7a
  • Killen, M. & Malti, T. (2015). Chapter eight: Moral judgments and emotions in contexts of peer exclusion and victimization. In, Janette B. Benson (Ed.) Advances in Child Development and Behavior, Volume 48, (pp. 249-276). http://dx.doi.org/10.1016/bs.acdb.2014.11.007
  • Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child development, 61(4), 1081-1100. https://doi.org/10.2307/1130877
  • Ladd, G. W. (2005). Children’s peer relations and social competence: A century of progress. New Haven, Connecticut: Yale University Press.
  • Leung, B. P. & Silberling, J. (2006). Using sociograms to ıdentify social status in the classroom. Contemp School Psychology, 11, 57–61. https://doi.org/10.1007/BF03341115
  • Liem, G. A. D., & Fredricks, J. A. (2025). Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities. British Journal of Educational Psychology, 00, 1–21. https://doi.org/10.1111/bjep.12753
  • Martín-Antón, L. J., Molinero-González, P., Carbonero, M. Á, & Arteaga-Cedeño, W. L. (2024). Sociometric distribution in Early Childhood Education: reasons for peer acceptance and peer rejection. Educación XX1, 27(1), 323-352. https://doi. org/10.5944/educxx1.36780
  • McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of childhood peer rejection. In M. R. Leary (Ed.), Interpersonal rejection (pp. 213–247). Oxford University Press.
  • O'Neil, R., Welsh, M., Parke, R. D., Wang, S. & Strand C. (1997). A longitudinal assessment of the academic correlates of early peer acceptance and rejection, Journal of Clinical Child Psychology, 26(3), 290-303, DOI: 10.1207/s15374424jccp2603_8
  • Paley, V. G. (1992). You can’t say you can’t play. Harvard University Press.
  • Parker, J. G. & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin 102(3), 357-89. DOI: 10.1037/0033-2909.102.3.357
  • Salı, G. (2014). An examination of peer relationships and exposure to peer violence among pre-school children in terms of different variables. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 43(2), 195-216. DOI: 10.14812/cufej.2014.020
  • Sanderson, J. A., & Siegal, M. (1995). Loneliness and stable friendship in rejected and nonrejected preschoolers. Journal of Applied Developmental Psychology, 16(4), 555-567. https://doi.org/10.1016/0193-3973(95)90004-7
  • Troop-Gordon, W. (2015). The role of the classroom teacher in the lives of children victimized by peers, Child Development Perspectives, 9(1), 55–60. https://doi.org/10.1111/cdep.12106
  • Volling, B. L., MacKinnon-Lewis, C., Rabiner, D., & Baradaran, L. P. (1993). Children's social competence and sociometric status: Further exploration of aggression, social withdrawal, and peer rejection. Development and Psychopathology, 5(3), 459–483. https://doi.org/10.1017/S0954579400004521
  • Vygotsky, (1978). Mind in society. Harward University Press.
  • Walker, S. (2009). Sociometric stability and the behavioral correlates of peer acceptance in early childhood. J Genet Psychol. 170(4):339-58. doi: 10.1080/00221320903218364
  • Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievementin middle school. Child Development, 68(6), 1198–1209. https://doi.org/10.2307/1132301
  • Yaşar, M. (2017). Adaptation of general system theory and structural family therapy approach to classroom management in early childhood education. Çukurova Üniversitesi Eğitim Fakültesi Dergisi 46, 665–696. DOI: 10.14812/cuefd.300993
  • Yanık Özger, B., & Yasar, M. (2018). An ethnographic approach to peer culture in a Turkish preschool classroom. International Electronic Journal of Elementary Education, 10(4), 489-496. https://www.iejee.com/index.php/IEJEE/article/view/406
  • Yanık, Özger B. & Yaşar, M. (2022). An ethnographic study on the role of village culture and family relations in the transition from home to preschool education, Early Years, 43(4-5), DOI: 10.1080/09575146.2022.2031118
  • Yıldırım Hacıibrahimoğlu, B. & Ustaoğlu, A. (2020). The acceptance of Turkish kindergarten children toward children with disabilities, European Early Childhood Education Research Journal, 28(3), 391-412, DOI: 10.1080/1350293X.2020.1755497
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Mustafa Yaşar 0000-0002-8421-4406

Tuba Çay Sağlam 0009-0002-8035-3553

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 6 Mart 2025
Kabul Tarihi 15 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 34 Sayı: 1

Kaynak Göster

APA Yaşar, M., & Çay Sağlam, T. (2025). PEER ACCEPTANCE AND REJECTION AMONG PRE-SCHOOL CHILDREN IN THE CONTEXT OF CLASSROOM AND PEER CULTURE. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34(1), 781-796. https://doi.org/10.35379/cusosbil.1652841
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