Geçici Koruma Altındaki 4-5 Yaşlarındaki Suriyeli Çocukların Sosyal Becerileri ile Problem Davranışları Arasındaki İlişkinin İncelenmesi

Behavioral Problems Observed by Preschool and Elementary School Teachers among Syrian Children and Strategies Teachers Employed for These

“…Similarly, Boylu and Işık (2019) emphasized that the cultural difference and the negative psychological factors arising from war caused a tendency toward violence and aggressive behaviors. Based on teachers' opinions, Aydın (2019) determined that Syrian children had the problematic behaviors of tendency to violence, anxiety, and crying the most. Özoruç and Dikici Sığırtmaç (2022), in their study, reported that refugee children had communication problems and in-class behavioral problems because of language barriers during the educational process.…”

“…Such insights can guide future studies focused on these children. In literature, it can be seen that there were studies examining the opinions of teachers about problems that Syrian refugee students in preschool education had (Mercan Uzun & Bütün, 2016), behaviors of unwanted student in school incorporating foreign students (Delen, 2018), relationship between problematic behaviors and social skills of 4-5-year-old Syrian children under temporary protection (Aydın, 2019), comparison between social skills and problematic behaviors of local preschool children and Syrian refugee children in terms of psychometric characteristics (Güllüce, 2019), problems of children migrating in Turkey with their friends in schools and solution offers for those problems (Baysal & Çimşir, 2020), and preschool teachers' opinions about problems that refugee children had about their educational process (Özoruç & Dikici Sığırtmaç, 2022). However, no study examining the behavioral problems that preschool and elementary school teachers observed among Syrian children and the strategies they used against those problematic behaviors could be found.…”

Educational Diagnosis Process of Students with Special Needs in Temporary Protection Status

“…Dil sorunu en fazla belirtilen sorun olmuştur. Türkiye'deki alanyazın araştırmalarında da geçici koruma statüsündeki öğrencilerin eğitiminde temel probleminin dil olduğu vurgulanmıştır (Aydın, 2019;Erdem, 2017;Sarıer, 2020;Songür ve Olgun, 2020;Uysal, 2019;Yüce, 2018). Örneğin, Yüce (2018)'in araştırmasında öğretmen ve yöneticiler, Suriyeli öğrencilerin okula uyumlarını "dil engeli, akran ilişkileri, yönetici ve öğretmen tutumları, davranışsal sorunlar, saldırganlık, ayrışma, dışlanma, kültürel farklılıklar, sosyal etkinlikler, ekonomik nedenler, travmatik yaşantılar, psikososyal destek" vb. pek çok faktörün etkilediğini belirtmektedir.…”