Hülya Gülay

Temperament and peer relations: investigating the effect the temperament of 5–6-year-olds has on their peer relations

The purpose of this study is to investigate the predictor effect temperamental characteristics of Turkish children aged between 5 and 6 have on peer relationship variables (social impact, prosocial behaviour, aggression, asocial behaviour, exclusion, fear–anxiety, and victimisation). About 140 children, aged between 5 and 6, and their mothers, from Denizli in Turkey, participated in this study. The Short Temperament Scale for Children was used to measure the temperamental characteristics of children. The Child Behaviour Scale, the Victimisation Scale, and the sociometric technique based on peer nomination were used to assess peer relationship variables. Results of this study concluded that there was a significant positive relationship between the level of approach, persistence, and rhythmicity and social impact and prosocial behaviour; there was a significantly adverse relationship between the level of aggression, asocial behaviour, exclusion, fear–anxiety, and victimisation. The childrens level of inflexibility/reactivity had a significant inverse relationship with social impact and prosocial behaviour and a significant positive relationship with aggression, asocial behaviour, exclusion, fear–anxiety, and victimisation levels. All temperamental characteristics taken into consideration for this study had a significant predictor effect on peer relationship variables of children aged between 5 and 6.

The self-perception, social impact, social preferences and peer relations of Turkish children between the ages of five and six

This study aims to reveal the relationship between the self-perception of five–six-year-old children and the social impact, social preference and various conditions in peer relationships (prosocial behaviour, aggression, asocial behaviour, exclusion, fear-anxiety, hyperactivity and victimisation). Two models are the basis of the objectives for this study. The first is to determine the predictor effect of social impact, social preference and various conditions in peer relationships on the self-perception of kindergarten children (Model 1). The second is to determine the effect of the self-perception of kindergarten children on social impact, social preference and various conditions in peer relationships (Model 2). In the research, which investigates the relationship between self-perception and social impact, social preference and peer relationships on the basis of two different models, the obtained results supported both models to a significant extent (except for the social impact). The results obtained supported Model 2 applied in the research.

A study of social–emotional adjustment levels of preschool children in relation to peer relationships

The aim of this research is to study social–emotional adaptation levels of 5- to 6-year old preschool children in relation to peer relationships. One hundred and forty-four children aged between 5 and 6 joined in this relational survey study. According to the results of the research analysing the relationship between the social–emotional adjustments of 5- to 6-year old children continuing preschool education and the peer relationship variables; the social–emotional adjustment level can meaningfully predict the prosocial behaviour of children towards their peers, aggression levels and exclusion by peers, fear–anxiety towards peers, hyperactivity–distractibility and peer victimisation.

The social skills of six-year-old Turkish children: a comparison by gender

The purpose of this study is to analyze the social skills of six-year-old children living in institutions and six-year-old children living with their family with respect to the variable of gender. The sample group of the study consists of 57 children in need of protection and 57 children living with their family, all dwelling in Istanbul or Ankara. The social skills of the children were evaluated through the Social Skills Form for Six-Year-Old Children. The form was developed by the researcher. In addition, the Personal Inquiry Form was used to collect demographic data about the children. Group leaders completed the Social Skills Form for the children living in institutions and nursery school teachers completed it for the children living with their family. The data obtained were evaluated by Chi-Square, Fishers Exact Chi-Square, and Likelihood Ratio Chi-Square. The findings of the study show that the variable of gender generally does not have an impact on the frequency of using social skills among six‐year-old children.