Bildiri Konusu:Okul Öncesi Çocuk ve Sosyal Çevre


Preschool Children's Learning Behaviors in the Context of Social Relationships
The primary objective of the present study was to investigate the dynamics of social relationships within the preschool context, encompassing teacher-child relationships, parent-teacher relationships, children's social competencies, and their predictive influence on children's learning behaviors.
Learning behaviors during early childhood encompass a spectrum of social, emotional, and cognitive orientations that serve to facilitate children's acquisition of knowledge (McDermott et al., 2012). These behaviors, when cultivated during the formative years, exert a profound impact on children's subsequent academic achievements in higher grades (Vitiello et al., 2011). The acquisition of these behaviors is intricately interwoven with children's experiences and the characteristics of their social milieu (Chao et al., 2018). The bioecological model (1979) posits that children are active learners whose development is shaped by their interactions within the social environment they inhabit. In this vein, social interactions within their surroundings play a pivotal role in molding children's developmental trajectories and learning processes (Bronfenbrenner & Morris, 2006; National Research Council and Institute of Medicine, 2000).
Consistent with the tenets of the Bioecological Model, prior research has consistently underscored the significance of positive teacher-child relationships as a critical predictor of various developmental outcomes in children (Acar et al., 2018). Moreover, research has also established that favorable relationships between parents and teachers bear a direct association with positive developmental outcomes for children (Sheridan et al., 2012). Against this backdrop, the present study was undertaken with the overarching aim of unraveling the intricate interplay of these relationships and their profound effects on shaping children's learning behaviors. By delving into the influence of social relationships on children's development and learning, this study aspires to shed light on the underlying mechanisms that drive these crucial facets of early childhood education and development.
The study included a total of 212 participants, with an equal gender distribution (50% girls), and an average age of 60.80 months (SD = 7.39). These participants were all enrolled in public preschools in Türkiye. The study exclusively involved female teachers, who were employed at state-funded schools and voluntarily participated in the research.
Data on children's learning behaviors, encompassing aspects such as competence, motivation, attention, persistence, and attitude toward learning, were collected using The Preschool Learning Behavior Scale (McDermott et al., 2000; McDermott et al., 2002; Veziroglu-Celik & Acar, 2018). The assessment of children's social competencies was conducted using the Social Competence and Behavior Evaluation Scale (SCBE-30; LaFreniere & Dumas, 1996; Corapci et al., 2010). To gauge the quality of teacher-child relationships in terms of closeness and conflict, the Student-Teacher Relationship Scale (Pianta, 2001; Acar et al., 2018; Beyazkurk & Kesner, 2005) was administered. Lastly, the Parent-Teacher Relationship Scale (Vickers & Minke, 1995; Acar & Ucus Guldali, 2017) was utilized to assess parent-teacher relationships. Teachers completed all the measures. It is worth noting that all of these measures have been extensively employed within the Turkish context, attesting to their cultural relevance and validity.
In the data analysis phase, hierarchical regression analysis was employed to evaluate the study's hypotheses. The findings from these regression analyses revealed several significant relationships. Specifically, a conflictual teacher-child relationship (β = -0.20, t = -5.34, p < 0.001) and children's social competence (β = 0.34, t = 4.97, p < 0.001) emerged as significant predictors of children's learning behaviors. Additionally, children's age displayed a positive association with learning behaviors (β = 0.37, t = 5.80, p < 0.001), while no significant differences were found between girls and boys in their learning behaviors.
These results offer valuable insights into the potential benefits of nurturing social skills during early childhood. Enhancing children's social competencies may play a pivotal role in satisfying their psychological needs within the learning environment, ultimately fostering positive attitudes toward learning and bolstering their sense of competence in various learning activities. Furthermore, addressing and mitigating conflicts that may arise between children and their teachers could prove instrumental in optimizing the learning outcomes derived from the educational milieu.
The study also engages in a discussion of its limitations and delineates prospective avenues for further academic inquiry and practical implementation in the field of early childhood education.
Anahtar Kelimeler: Early Childhood, Learning behaviors, Teacher-child relationship, Social competence, Preschool

Preschool Children's Learning Behaviors in the Context of Social Relationships
The primary objective of the present study was to investigate the dynamics of social relationships within the preschool context, encompassing teacher-child relationships, parent-teacher relationships, children's social competencies, and their predictive influence on children's learning behaviors.
Learning behaviors during early childhood encompass a spectrum of social, emotional, and cognitive orientations that serve to facilitate children's acquisition of knowledge (McDermott et al., 2012). These behaviors, when cultivated during the formative years, exert a profound impact on children's subsequent academic achievements in higher grades (Vitiello et al., 2011). The acquisition of these behaviors is intricately interwoven with children's experiences and the characteristics of their social milieu (Chao et al., 2018). The bioecological model (1979) posits that children are active learners whose development is shaped by their interactions within the social environment they inhabit. In this vein, social interactions within their surroundings play a pivotal role in molding children's developmental trajectories and learning processes (Bronfenbrenner & Morris, 2006; National Research Council and Institute of Medicine, 2000).
Consistent with the tenets of the Bioecological Model, prior research has consistently underscored the significance of positive teacher-child relationships as a critical predictor of various developmental outcomes in children (Acar et al., 2018). Moreover, research has also established that favorable relationships between parents and teachers bear a direct association with positive developmental outcomes for children (Sheridan et al., 2012). Against this backdrop, the present study was undertaken with the overarching aim of unraveling the intricate interplay of these relationships and their profound effects on shaping children's learning behaviors. By delving into the influence of social relationships on children's development and learning, this study aspires to shed light on the underlying mechanisms that drive these crucial facets of early childhood education and development.
The study included a total of 212 participants, with an equal gender distribution (50% girls), and an average age of 60.80 months (SD = 7.39). These participants were all enrolled in public preschools in Türkiye. The study exclusively involved female teachers, who were employed at state-funded schools and voluntarily participated in the research.
Data on children's learning behaviors, encompassing aspects such as competence, motivation, attention, persistence, and attitude toward learning, were collected using The Preschool Learning Behavior Scale (McDermott et al., 2000; McDermott et al., 2002; Veziroglu-Celik & Acar, 2018). The assessment of children's social competencies was conducted using the Social Competence and Behavior Evaluation Scale (SCBE-30; LaFreniere & Dumas, 1996; Corapci et al., 2010). To gauge the quality of teacher-child relationships in terms of closeness and conflict, the Student-Teacher Relationship Scale (Pianta, 2001; Acar et al., 2018; Beyazkurk & Kesner, 2005) was administered. Lastly, the Parent-Teacher Relationship Scale (Vickers & Minke, 1995; Acar & Ucus Guldali, 2017) was utilized to assess parent-teacher relationships. Teachers completed all the measures. It is worth noting that all of these measures have been extensively employed within the Turkish context, attesting to their cultural relevance and validity.
In the data analysis phase, hierarchical regression analysis was employed to evaluate the study's hypotheses. The findings from these regression analyses revealed several significant relationships. Specifically, a conflictual teacher-child relationship (β = -0.20, t = -5.34, p < 0.001) and children's social competence (β = 0.34, t = 4.97, p < 0.001) emerged as significant predictors of children's learning behaviors. Additionally, children's age displayed a positive association with learning behaviors (β = 0.37, t = 5.80, p < 0.001), while no significant differences were found between girls and boys in their learning behaviors.
These results offer valuable insights into the potential benefits of nurturing social skills during early childhood. Enhancing children's social competencies may play a pivotal role in satisfying their psychological needs within the learning environment, ultimately fostering positive attitudes toward learning and bolstering their sense of competence in various learning activities. Furthermore, addressing and mitigating conflicts that may arise between children and their teachers could prove instrumental in optimizing the learning outcomes derived from the educational milieu.
The study also engages in a discussion of its limitations and delineates prospective avenues for further academic inquiry and practical implementation in the field of early childhood education.
Keywords: Early Childhood, Learning behaviors, Teacher-child relationship, Social competence, Preschool