A Descriptive Study: Observing Behavioral Patterns of Preschool Children in Turkey and Belgium
Affiliation(s)
1 Preschool Education Program, Faculty of Education, Ege University, Izmir, Turkey. 2 College Department of Teacher Training, Katholieke Hogeschool Limburg University, Hasselt, Belgium.
1 Preschool Education Program, Faculty of Education, Ege University, Izmir, Turkey. 2 College Department of Teacher Training, Katholieke Hogeschool Limburg University, Hasselt, Belgium.
ABSTRACT
Children should have flexible and adaptable repertoire to accomplish qualified social skills. In order to achieve this, teachers have a significant responsibility to propose crucial opportunities to children during classroom activities. Although teachers prefer to use universal approaches to promote prosocial behaviors rather than to remove maladaptive behaviors, cultural issues in social problem solving skills would be effective on their behavioral pattern of treatment to children. In this study, it was evaluated to see possible differences between Turkish and Flemish preschool children in their behavioral patterns. It was found that there was only significant difference in prosocial dimension of Drexel Early Childhood Behavior Rating Scale (Shure, 2005). In aggression and introversion dimensions, it was not found any significant difference between the two groups. However the mean scores of Flemish preschoolers in aggression dimension of the scale were found less than Turkish preschoolers. Findings were discussed based on literature.
Children should have flexible and adaptable repertoire to accomplish qualified social skills. In order to achieve this, teachers have a significant responsibility to propose crucial opportunities to children during classroom activities. Although teachers prefer to use universal approaches to promote prosocial behaviors rather than to remove maladaptive behaviors, cultural issues in social problem solving skills would be effective on their behavioral pattern of treatment to children. In this study, it was evaluated to see possible differences between Turkish and Flemish preschool children in their behavioral patterns. It was found that there was only significant difference in prosocial dimension of Drexel Early Childhood Behavior Rating Scale (Shure, 2005). In aggression and introversion dimensions, it was not found any significant difference between the two groups. However the mean scores of Flemish preschoolers in aggression dimension of the scale were found less than Turkish preschoolers. Findings were discussed based on literature.
Cite this paper
Karabay, S. , Sahin, D. and Swennen, A. (2015) A Descriptive Study: Observing Behavioral Patterns of Preschool Children in Turkey and Belgium. Creative Education, 6, 181-185. doi: 10.4236/ce.2015.62016.
Karabay, S. , Sahin, D. and Swennen, A. (2015) A Descriptive Study: Observing Behavioral Patterns of Preschool Children in Turkey and Belgium. Creative Education, 6, 181-185. doi: 10.4236/ce.2015.62016.
References
[1] Bingham, A. (1983). Çocuklarda problem çözme yeteneklerinin gelistirilmesi. [Improving Problem Solving Skills of Children]. F. Oguzkan (Trans.), Istanbul: MEB Bas1mevi. [2] Denham, S. A., & Burton, R. (2003). Social and Emotional Prevention and Intervention Programming for Preschoolers. New York: Kluwer Academic/Plenum Publishers.
http://dx.doi.org/10.1007/978-1-4615-0055-1 [3] Goffin, S. G., & Tull, C. Q. (1985). Problem Solving Encauraging Active Learning. Young Children, 40, 28-32. [4] Hennessy, E., & Martin, S. (1992). Children and Day Care. London: Paul Chapman Publishing Ltd. [5] Honig, A. S., & Wittmer, D. S. (1996). Helping Children Became More Prosocial: Ideas for Classrooms, Families, Schools, and Communities. Young Children, 51, 62-70. [6] Mayer, G. R. (1995). Preventing Antisocial Behavior in the Schools. Journal of Applied Behavior Analysis, 28, 467-478.
http://dx.doi.org/10.1901/jaba.1995.28-467 [7] Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers. Infants and Young Children, 19, 25-35.
http://dx.doi.org/10.1097/00001163-200601000-00004 [8] Reid, M. J., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children. Journal of Clinical Child and Adolescent Psychology, 36, 605-620.
http://dx.doi.org/10.1080/15374410701662741 [9] Shure, M. B. (2001). What’s Right with Prevention? Commentary on “Prevention of Mental Disorders in School-Aged Children: Current State of the Field. Prevention and Treatment, 4.
http://journals.apa.org/prevention/volume4/pre0040001a.html [10] Shure, M. B. (2005). Drexel Early Childhood Behavior (DECB) Rating Scale. Philadelphia, PA: Drexel University. [11] Shure, M. B., & Spivack, G. (1980). Interpersonal Problem Solving as a Mediator of Behavioral Adjustment in Preschool and Kindergarden Children. Journal of Applied Developmental Psychology, 1, 29-44.
http://dx.doi.org/10.1016/0193-3973(80)90060-X [12] Shure, M. B., & Spivack, G. (1982). Interpersonal Problem-Solving in Young Children: A Cognitive Approach to Prevention. American Journal of Community Psychology, 10, 341-356.
http://dx.doi.org/10.1007/BF00896500 [13] Shure, M. B., & Spivack, G. (1988). Interpersonal Cognitive Problem Solving. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. M. McKay (Eds.), 14 Ounces of Prevention: A Casebook for Practitioners. Washington DC: American Psychological Association. [14] Spence, S. H. (2003). Social Skills Training with Children and Young People: Theory, Evidence and Practice. Child and Adolescent Mental Health, 8, 84-96.
http://dx.doi.org/10.1111/1475-3588.00051 [15] Webster-Stratton, C., & Reid, J. (2008). The Incredible Years Classroom Management Teacher Training Program: Content, Methods, and Process.
http://www.son.washington.edu/centers/parenting-clinic/opendocs/teachertrainingprogram.pdf [16] Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social Skills and Problem-Solving Training for Children with Early-Onset Conduct Problems: Who Benefits? Journal of Child Psychology and Psychiatry, 42, 943-952.
http://dx.doi.org/10.1111/1469-7610.00790 [17] Zins, J. E., Bloodwoth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The Scientific Base Linking Social and Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17, 191-210.
http://dx.doi.org/10.1080/10474410701413145
[1] Bingham, A. (1983). Çocuklarda problem çözme yeteneklerinin gelistirilmesi. [Improving Problem Solving Skills of Children]. F. Oguzkan (Trans.), Istanbul: MEB Bas1mevi. [2] Denham, S. A., & Burton, R. (2003). Social and Emotional Prevention and Intervention Programming for Preschoolers. New York: Kluwer Academic/Plenum Publishers.
http://dx.doi.org/10.1007/978-1-4615-0055-1 [3] Goffin, S. G., & Tull, C. Q. (1985). Problem Solving Encauraging Active Learning. Young Children, 40, 28-32. [4] Hennessy, E., & Martin, S. (1992). Children and Day Care. London: Paul Chapman Publishing Ltd. [5] Honig, A. S., & Wittmer, D. S. (1996). Helping Children Became More Prosocial: Ideas for Classrooms, Families, Schools, and Communities. Young Children, 51, 62-70. [6] Mayer, G. R. (1995). Preventing Antisocial Behavior in the Schools. Journal of Applied Behavior Analysis, 28, 467-478.
http://dx.doi.org/10.1901/jaba.1995.28-467 [7] Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers. Infants and Young Children, 19, 25-35.
http://dx.doi.org/10.1097/00001163-200601000-00004 [8] Reid, M. J., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children. Journal of Clinical Child and Adolescent Psychology, 36, 605-620.
http://dx.doi.org/10.1080/15374410701662741 [9] Shure, M. B. (2001). What’s Right with Prevention? Commentary on “Prevention of Mental Disorders in School-Aged Children: Current State of the Field. Prevention and Treatment, 4.
http://journals.apa.org/prevention/volume4/pre0040001a.html [10] Shure, M. B. (2005). Drexel Early Childhood Behavior (DECB) Rating Scale. Philadelphia, PA: Drexel University. [11] Shure, M. B., & Spivack, G. (1980). Interpersonal Problem Solving as a Mediator of Behavioral Adjustment in Preschool and Kindergarden Children. Journal of Applied Developmental Psychology, 1, 29-44.
http://dx.doi.org/10.1016/0193-3973(80)90060-X [12] Shure, M. B., & Spivack, G. (1982). Interpersonal Problem-Solving in Young Children: A Cognitive Approach to Prevention. American Journal of Community Psychology, 10, 341-356.
http://dx.doi.org/10.1007/BF00896500 [13] Shure, M. B., & Spivack, G. (1988). Interpersonal Cognitive Problem Solving. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. M. McKay (Eds.), 14 Ounces of Prevention: A Casebook for Practitioners. Washington DC: American Psychological Association. [14] Spence, S. H. (2003). Social Skills Training with Children and Young People: Theory, Evidence and Practice. Child and Adolescent Mental Health, 8, 84-96.
http://dx.doi.org/10.1111/1475-3588.00051 [15] Webster-Stratton, C., & Reid, J. (2008). The Incredible Years Classroom Management Teacher Training Program: Content, Methods, and Process.
http://www.son.washington.edu/centers/parenting-clinic/opendocs/teachertrainingprogram.pdf [16] Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social Skills and Problem-Solving Training for Children with Early-Onset Conduct Problems: Who Benefits? Journal of Child Psychology and Psychiatry, 42, 943-952.
http://dx.doi.org/10.1111/1469-7610.00790 [17] Zins, J. E., Bloodwoth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The Scientific Base Linking Social and Emotional Learning to School Success. Journal of Educational and Psychological Consultation, 17, 191-210.
http://dx.doi.org/10.1080/10474410701413145