THE WAY PRE-SCHOOL CHILDREN RECOGNIZE THE RELATIONSHIP THEY ACQUIRE WITH THEIR TEACHERS

Dr. Derya Sahin
Dr. Sakire Anliak
Ege University

Abstract

Based on the assumption that relationship perception of children formed with teachers who have significant role on social development and school adjustment of them, it was aimed to evaluate a measurement tool called “Semi-structured Play Interview” in this study. Additionally the differences between relationship perception of children who were attending public and private preschools were examined by using this form. Totally 153 five and six years old children attending public and private preschools in Izmir who have no physical, mental, visual, and hearing disabilities were participated in the study. Simultaneously in both preschools (public and private) children were individually interviewed by researcher to evaluate how they perceive their relationships with teachers. The results of the study in which the face validity of interview was confirmed have revealed that children in private preschools reported more positive relationship perception than peers in public preschool. These results were discussed based on the different institutional objectives in terms relationship support.

Keywords

Child-teacher relationship, attachment, preschool education.