The aim of this study was to investigate the permanence of the effect of a social skills training program for children in increasing skills relating to solving social problems and understanding others' feelings during the preschool period (children aged 6 years). A total of 55 children took part in the research (35 in the experimental group and 20 in the control group). A social skills training program was taught to the children in the experimental group for 2 hours a week over 22 weeks and it was found that it significantly affected their social problem-solving skills and understanding of others' feelings. Results of posttest scores of the children and their scores after 1 year indicated that the Social Skills Training Program for Children maintains its effects.

No abstract

Introduction. Attachment organization across the lifespan and across generations, long-term

In this study was aimed to determine the preschool teachers’ perception and intervention strategies of physical, relational aggressive behavior and investigate the whether preschool students’ this aggressive behavior differ based on preschool teachers’ intervention strategies. Sample group consisted of 42 pre-school teachers and 755 preschool students aged 4-5. Sequential explanatory design of explanatory design model, one of the mixed method designs, was used in the study. In the quantitative part of study relational screening model and the qualitive part of study semi-structured interview was used to assess teachers’ perception and intervention. Personal Information Form, Pre-School Social Behavior Scale-Teacher Form, and Teacher Interview Forms were used to collect data. Analysis of data was used descriptive statistics, One Way Anova analysis. Results indicated that children’s physical and relational aggressive behavior scores significantly differed preschool teachers’ intervention strategies of aggressive behavior. According to the results, moderate level meaningful relationships between teachers’ preschool teachers’ intervention strategies of physical, relational aggressive behavior and students’ physical and relational aggressive behavior. Teachers stated that they tried different ways to intervention strategies these problems. However, it was determined that pre-school teachers used the strategy of prohibition and punishment in physical aggression more than relational aggression.

Bu araştırmanın amacı öğretmen-çocuk ilişkisinin çocukların sosyal yetkinlik ve sosyal problem çözme becerilerini yordayıp yordamadığını incelemektir. Araştırma tarama modellerinden ilişkisel tarama yöntemi ile gerçekleştirilmiştir. Araştırmanın örneklemini okul öncesi eğitim kurumuna devam eden 4-5 yaş grubu 167 çocuk oluşturmaktadır. Veri toplama aracı olarak kişisel bilgi formu; Öğretmen -Çocuk İlişkisi Ölçeği; Okul Öncesi Sosyal Yetkinlik ve Davranış Değerlendirme-Ebeveyn Formu Ölçeği ve Wally Çocuk Sosyal Problem Çözme Dedektif Oyun Ölçeği kullanılmıştır. Veriler pearson korelasyon katsayısı ve çoklu regresyon analizi ile sınanmıştır. Araştırmanın sonucunda öğretmen-çocuk ilişkileri alt boyutları ile sosyal yetkinlik ve davranışları, sosyal problem çözme becerileri alt boyutları arasında anlamlı düzeyde ilişki bulunmuştur. Ayrıca öğretmençocuk ilişkisi alt boyutlarının sosyal yetkinlik ve davranışları, sosyal problem çözme becerileri alt boyutlarını anlamı düzeyde yordadığı bulunmuştur.