Levels of Peer Relationships of Atypically and Typically Developing Children in Preschool Education

Autor/inn/en	Sahbaz, Ümit; Yüce, Gülsah
Titel	Levels of Peer Relationships of Atypically and Typically Developing Children in Preschool Education
Quelle	In: Psycho-Educational Research Reviews, 10 (2021) 2, S.258-269 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sahbaz, Ümit) ORCID (Yüce, Gülsah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2634-7172
Schlagwörter	Foreign Countries; Peer Relationship; Preschool Children; Inclusion; Preschool Education; Correlation; Prosocial Behavior; Anxiety; Antisocial Behavior; Hyperactivity; Special Needs Students; Student Characteristics; Student Behavior; Aggression; Social Isolation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inklusion; Korrelation; Angst; Hyperaktivität; Sonderpädagogischer Förderbedarf; Student behaviour; Schülerverhalten; Soziale Isolation; Türkei
Abstract	The aim of the present study was to determine peer relationship levels of preschool children showing atypical and typical development. The study group consisted of 60 children with atypical development and 60 children with typical development who participated in the inclusion practices in the formal preschools and nursery classes of primary schools in the city centers of Burdur and Isparta and in Soma district of the city of Manisa in the 2012-2013 and 2013-2014 academic years. The data was collected using the Child Behavior Scale developed by "Ladd and Profilet (1996)". The data were were analyzed by t-test and correlation calculations. The results of the study showed significant correlations between developing prosocial behavior, being anxious-fearful with peers, developing asocial behavior and hyperactivity among the peer relationships of the children with typical and atypical development attending preschool education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01