Beliefs and practices of preschool teachers’ towards children’s peer relations and peer relation problems

Öneren Şendil, Çağla
The purpose of the present study is to explore the beliefs of teachers about peer relations of children and strategies they used to assess peer relation problems. In addition to the investigation of self-reported ways of dealing with peer relation problems, teachers’ practices in approaching peer relation problems, their beliefs about strategies in dealing with them are also explored. A random purposeful sampling was used to select participants of the study consisting five 5-year-old groups’ female teachers working in one public preschool in Ankara, Turkey. Observations were conducted by observing the strategies of five teachers in dealing with peer relation problems among children. Focusing on the process of experiences about dealing with problematic peer interactions, teachers were interviewed for their beliefs on the criteria in assessing peer relation problems and strategies for dealing with problematic peer relations. Moreover, to what extend teachers’ practices are consistent with their beliefs about peer-problem-strategies were discovered through observations. Beside interviews and observations, document review was also conducted. Findings of the qualitative investigation indicated that, although teachers’ beliefs and self-reported practices on peer relations and peer relation problems are child initiated, their actual practices include several teacher-initiated strategies. Although some practices and beliefs of teachers were found to be consistent; some inconsistencies were noticeable. Some recommendations were made for highlighting the importance of the teachers’ role in the assessment of peer relation problems and the development of social skills and peer relationships in the early years.
Citation Formats
Ç. Öneren Şendil, “Beliefs and practices of preschool teachers’ towards children’s peer relations and peer relation problems,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.