2026-10-19T01:07:03Zhttps://ebyu-rdlopen.rawdatalibrary.net/oai/request

oai:ebyu-rdlopen.rawdatalibrary.net:ebyu/195862026-10-18T21:11:46Zopenairedrivercom_ebyu_10000col_ebyu_10001

AN INVESTIGATION ON PEER INTERACTION OF CHILDREN AND TEACHER INTERVENTIONS IN EMERGING PROBLEMS IN GAMESAkman, BerrinEZMECİ, FulyaAKGÜL, ESRAEğitimEğitim AraştırmalarıÖzelAile ÇalışmalarıThis qualitative study aims to investigate the peer interaction of 36 to 72-month-old children and the intervention of teachers in case of trouble during game activities. The study group consisted of 58 pre-school children and four pre-school teachers. The data of the research were collected via unstructured non-participant observations from the teachers and their students. A total of sixteen hours of observations were made two days a week for eight weeks. The findings are as follows: children exhibited verbal and physical violence against each other in communication; when a controversial case is concerned, problem-solving could not be achieved in the desired ways; cooperative game behaviours were often observed; when a child with special needs was in the classroom, the dynamics of peer interaction between the children differentiated; and, finally, the interventions of the teachers on the emerging problems were teacher-centered rather than child-centered and encouraging children to solve their problems. Teacher intervention often distanced the child with special needs.2020Articlehttps://rdlopen.rawdatalibrary.net/r/ebyu/19586https://doi.org/10.19171/uefad.543694trUludağ Üniversitesi Eğitim Fakültesi Dergisiinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://ebyu-rdlopen.rawdatalibrary.net/tr/items/ebyu/19586