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Abstract


DETERMINATION OF THE PERCEPTIONS OF PRESCHOOL TEACHERS REGARDING THE PEER RELATIONS OF CHILDREN
The objective of this study is to determine the perceptions of preschool teachers regarding the peer relations of young children. The sample group of the study consisted of 48 preschool teachers rendering service at independent kindergartens and nursery classes of the Ministry of National Education in eight provinces in the Aegean Region. According to the results of the study, the first three problems most frequently encountered by teachers in the class regarding the peer relations were; deficiency in social skills, violence-aggression, and argument-quarrel. Preschool teachers stated social skills, communication between mother-father-child, and age as the first three variables positively affecting the peer relations. Teachers stated behavioural problems, parental attitude, communication between mother-father-child and crowded/solitary class as the first three variables negatively affecting the peer relations. The first three strategies frequently used by teachers in solving the problems about peer relations in the class were directing the children to solve their own problems, interviewing with the families, and using the punishment-reward strategies. According to teachers, the most important signs of peer victimisation for a child were introversion, timid attitudes, crying, and rejection to go to school. The most important behaviour signifying that a child used violence to her/his peers was aggression. Besides, the most important signs for a child to be loved by her/his peers were the constant interaction of other children with this child, popularity of this child in the peer group and her/his ability to lead others.

Keywords
Preschool education, preschool teachers, preschool children, peer relationships.


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