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Okul Öncesi Öğretmenlerinin Görüş ve Uygulamalarının İncelenmesi: Pekiştirme ve Cezalandırma Yaklaşımlarının Analizi

Yıl 2024, Cilt: 6 Sayı: 1, 59 - 82, 02.03.2024
https://doi.org/10.47793/hp.1363000

Öz

Bu çalışmada okul öncesi öğretmenlerinin pekiştirme ve cezalandırma kullanımları davranışsal yaklaşım ışığında incelenmiştir. Araştırmada, özel sektörde görev yapan okul öncesi eğitimcilerinin pekiştirme ve ceza uygulamalarına ve görüşlerine odaklanılmıştır bu açıdan fenomolojik desen (olgubilim) yönteminden yararlanılmıştır. Pekiştirme ve ceza ile ilgili düşünceleri ve uyguladıkları uygulamalar hakkında yarı yapılandırılmış görüşme yöntemiyle açık uçlu sorular sorulmuştur. Sonuç olarak dört açık uçlu soru sorulmuş, öğretmenlerin yanıtları kaydedilmiş ve yazıya dökülmüştür. Öğretmenlerin cevapları araştırmacı tarafından kaydedilmiş ve tematik analiz yöntemiyle incelenip, kodlanmış ve yorumlanmıştır. Öğretmenlerin pekiştirme ve ceza yöntemini büyük ölçüde desteklediği ve bu konuda olumlu görüşlere sahip oldukları ortaya konulmuştur. En çok savunulan görüş, pekiştirme yönteminin çocuğun motive olmasına yardımcı olduğu görüşü iken, en çok kullanılan pekiştirme uygulaması sözel onaydır. Öğretmenlerin ceza konusunda tereddütleri olsa da çoğu öğretmen cezanın sınıf ortamlarında bir disiplin yöntemi olarak ve istenmeyen davranışları azaltmak için kullanılmasını desteklemiştir. En çok kullanılan ceza uygulamasının mola (time-out) olduğu sonucuna varılmıştır. Bu bulgular doğrultusunda, okul öncesi öğretmenlerinin davranışçı tekniklerin sınıfta kullanılması konusunda olumlu düşünceleri olduğu sonucuna varılmıştır.

Etik Beyan

Etik Beyan'ı Yüksek lisans dersi kapsamında bu makaleyi yazdığımız için bizim adımıza Feyza Tantekin Erden almıştır ve derste başarılı bir şekilde makale sunulduktan sonra EJER'de de sunulmuştur.

Destekleyen Kurum

Orta Doğu Teknik Üniversitesi

Proje Numarası

646DCBE70214B

Kaynakça

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  • Canter, L. & Canter, M. (1992). Building Classroom Discipline, Ch.3 pp.37-54, Pearson Education
  • Cohen, J. H., & Amidon, E. J. (2004). Reward and punishment histories: A way of predicting teaching style? The Journal of Educational Research, 97(5), 269-280. https://doi.org/10.3200/JOER.97.5.269-280
  • Corralejo, S. M., Jensen, S. A., Greathouse, A. D., & Ward, L. E. (2018). Parameters of time-out: Research update and comparison to parenting programs, books, and online recommendations. Behavior therapy, 49(1), 99-112. https://doi.org/10.1016/j.beth.2017.09.005
  • Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59, 487-510. https://doi.org/10.1007/s11423-010-9173-2
  • Clarke, V., & Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3), 297-298. https://doi.org/10.1080/17439760.2016.1262613
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: SAGE Publications (pp. 58-72).
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Examining the Views and Practices of Preschool Teachers: An Analysis of Reinforcement and Punishment Approaches

Yıl 2024, Cilt: 6 Sayı: 1, 59 - 82, 02.03.2024
https://doi.org/10.47793/hp.1363000

Öz

In the present study, an investigation was conducted into preschool teachers' utilization of reinforcement and punishment within the framework of the behavioral approach. The study concentrated on examining the reinforcement and punishment strategies, along with the perspectives of preschool teachers employed in the private sector. A phenomenological study method was employed, wherein open-ended questions were presented through a semi-structured interview format to solicit the thoughts and practices of the teachers concerning reinforcement and punishment. Four open-ended questions were asked, and the responses provided by the teachers were meticulously recorded and transcribed. Subsequently, the recorded responses underwent analysis, coding, and interpretation using the thematic analysis method. The findings illuminated a prevalent inclination among teachers to endorse the use of reinforcement and punishment, reflecting a generally positive sentiment toward these behavioral methods. Notably, the reinforcement method received robust support, with many teachers asserting its efficacy in motivating children. Among the various reinforcement practices, verbal approval emerged as the most frequently employed. Conversely, while some reservations were expressed regarding the use of punishment, a substantial number of teachers advocated for its utilization as a disciplinary method to address undesirable behaviors within the classroom. The most frequently implemented form of punishment was identified as time-out. In summation, the research indicates that preschool teachers harbor affirmative ideas towards the incorporation of behaviorist techniques in their classroom management approaches.

Proje Numarası

646DCBE70214B

Kaynakça

  • Açikgöz, B., & Babaoğlan, E. (2023). Öğrencilere Verilen Ödüllerin Etkililiğine İlişkin Öğretmen Ve Veli Görüşleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (65), 330-360. https://dergipark.org.tr/en/pub/maeuefd/issue/73735/1108858
  • Adibsereshki, N., Abkenar, S. J., Ashoori, M., & Mirzamani, M. (2015). The effectiveness of using reinforcements in the classroom on the academic achievement of students with intellectual disabilities. Journal of Intellectual Disabilities, 19(1), 83-93. https://doi.org/10.1177/1744629514559313
  • Araiba, S. (2020). Current diversification of behaviorism. Perspectives on behavior science, 43(1), 157-175. https://doi.org/10.1007/s40614-019-00207-0
  • Atkinson, J. W., & Reitman, W. R. (1956). Performance as a function of motive strength and expectancy of goal-attainment. The Journal of Abnormal and Social Psychology, 53(3), 361. https://doi.org/10.1037/h0043477
  • Axelrod, S. (1996). What's wrong with behavior analysis? Journal of Behavioral Education, 247-256.https://www.jstor.org/stable/41824127
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Bhanji J.P, Delgado M.R. (2014) The social brain and reward: social information processing in the human striatum. Wiley Interdiscip Rev Cogn Sci, 5(1):61-73. https://doi.org/10.1002/wcs.1266
  • Bulut, M. S., & İflazoğlu, A. (2007). Anasınıfı öğretmenleri ile öğretmen adaylarının sınıfta karşılaştıkları problem davranışlar ve bu davranışlara yönelik geliştirdikleri stratejiler: nitel bir çalışma örneği. Avrupa Birliği sürecinde okul öncesi eğitimin bugünü ve geleceği sempozyum kitabı. (Ed. N. Aral ve B. Tuğrul). Ya-Pa Yayınları.
  • Burnett, P. C. (2002). Teacher praise and feedback and students' perceptions of the classroom environment. Educational psychology, 22(1), 5-16. https://doi.org/10.1080/01443410120101215
  • Canter, L. & Canter, M. (1992). Building Classroom Discipline, Ch.3 pp.37-54, Pearson Education
  • Cohen, J. H., & Amidon, E. J. (2004). Reward and punishment histories: A way of predicting teaching style? The Journal of Educational Research, 97(5), 269-280. https://doi.org/10.3200/JOER.97.5.269-280
  • Corralejo, S. M., Jensen, S. A., Greathouse, A. D., & Ward, L. E. (2018). Parameters of time-out: Research update and comparison to parenting programs, books, and online recommendations. Behavior therapy, 49(1), 99-112. https://doi.org/10.1016/j.beth.2017.09.005
  • Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59, 487-510. https://doi.org/10.1007/s11423-010-9173-2
  • Clarke, V., & Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3), 297-298. https://doi.org/10.1080/17439760.2016.1262613
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: SAGE Publications (pp. 58-72).
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson. (pp. 204- 220).
  • Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of educational research, 71(1), 1-27. https://doi.org/10.3102/00346543071001001
  • Forness, S. R., Frankel, F., & Landman, R. S. (1976). Use of different types of classroom punishment by preschool teachers. The Psychological Record, 26(2), 263-268. https://link.springer.com/article/10.1007/BF03394385
  • Freiberg, H. J., & Lamb, S. M. (2009). Dimensions of person-centered classroom management, Theory into practice, 48(2), 99-105 https://doi.org/10.1080/00405840902776228
  • Freire, P. (2020). Pedagogy of the oppressed. In Toward a Sociology of Education (pp. 374-386).
  • https://doi.org/10.1080/00405840902776228
  • Glover, J. A., & Ronning, R. R. (Eds.). (2013). Historical foundations of educational psychology. (pp. 138-141). Springer Science & Business Media
  • Güzelyurt, T., Tok, F., Tümas, Ç., & Uruğ, Ş. (2019). Okul Öncesi Öğretmenlerinin Ödül ve Ceza Kullanımına İlişkin Görüşleri, Temel Eğitim Dergisi, 1(4), 21-28. https://dergipark.org.tr/en/download/article-file/850542
  • Han, B., & Altunhan, M. (2022). Okul öncesi öğretmenlerinin ödül ve ceza uygulamalarına yönelik görüşleri. Erken Çocukluk Çalışmaları Dergisi, 6(2), 480–505. https://doi.org/10.24130/eccdjecs.1967202262309
  • Hendijani, R., Bischak, D. P., Arvai, J., & Dugar, S. (2016). Intrinsic motivation, external reward, and their effect on overall motivation and performance. Human Performance, 29(4), 251-274. https://doi.org/10.1080/08959285.2016.1157595
  • Hilgard, E. R., & Bower, G. H. (1966). Theories of learning (3rd ed.). Appleton-Century-Crofts. p.554-555 https://doi.org/10.1007/BF03395771
  • Kamii, C. (1984). Autonomy: The Aim of Education Envisioned by Piaget. The Phi Delta Kappan, 65(6), 410–415. http://www.jstor.org/stable/20387059
  • Kansizoğlu, H. B., & Şama, E. (2015). Türkçe öğretmeni adaylarının sınıf yönetimine ilişkin görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 149-165 https://dergipark.org.tr/tr/pub/mkusbed/issue/19577/208919
  • Keleş, O., & Kahraman, H. (2022). Eğitimde Ödül Ve Ceza Kullanımı:" Beni Ödülle Cezalandırma" Kitabının Öğretmen Görüşlerine Etkisi. Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 46(1), 103-117. http://cujos.cumhuriyet.edu.tr/tr/pub/issue/70333/1096682
  • Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes. https://api.mountainscholar.org/server/api/core/bitstreams/68c1125b-23c6-4457-8408-b44ea67caf6f/content#page=75
  • Kohn, A. (1994).The Risks of Rewards. ERIC Digest. https://files.eric.ed.gov/fulltext/ED376990.pdf
  • Lange, R.T. (2011). Inter-rater Reliability. In: Kreutzer, J.S., DeLuca, J., Caplan, B. (eds) Encyclopedia of Clinical Neuropsychology. https://doi.org/10.1007/978-0-387-79948-3_1203
  • Levitt, H. M. (2021). Qualitative generalization, not to the population but to the phenomenon: Reconceptualizing variation in qualitative research. Qualitative Psychology, 8(1), 95. https://doi.org/10.1037/qup0000184
  • Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and teacher education, 17(3), 307-319. https://doi.org/10.1016/S0742-051X(00)00059-7
  • MacKillop, J., Amlung, M. T., Few, L. R., Ray, L. A., Sweet, L. H., & Munafò, M. R. (2011). Delayed reward discounting and addictive behavior: a meta-analysis. Psychopharmacology, 216, 305-321. https://link.springer.com/article/10.1007/s00213-011-2229-0
  • Marcus, B. A., & Vollmer, T. R. (1996). Combining noncontingent reinforcement and differential reinforcement schedules as treatment for aberrant behavior. Journal of Applied Behavior Analysis, 29(1), 43-51. https://doi.org/10.1901/jaba.1996.29-43
  • McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40(7), 812–825. https://doi.org/10.1037/0003-066X.40.7.812
  • Mcleod, S. Behaviorist Approach to Psychology: Definition, History, Concepts, and Impact. https://www.simplypsychology.org/behaviorism.html
  • Michaelsen, M. M., & Esch, T. (2021). Motivation and reward mechanisms in health behavior change processes. Brain research, 1757, 147309. https://doi.org/10.1016/j.brainres.2021.147309
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (pp. 34-54).
  • Moberly, D. A., Waddle, J. L., & Duff, R. E. (2005). The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 25(4), 359-366. https://doi.org/10.1080/1090102050250410
  • Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on medical education, 8, 90-97. https://doi.org/10.1007/s40037-019-0509-2
  • Neuman, D. (2014). Qualitative research in educational communications and technology: A brief introduction to principles and procedures. Journal of Computing in Higher Education, 26(1), 69-86. https://doi.org/10.1007/s12528-014-9078-x
  • Özen Altınkaynak, Ş., Uysal Bayrak, H., Taşkin, N., & Akman, B. (2018). Çocukların ödül ve ceza algıları ile öğretmenlerin disiplin hakkındaki görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 33. http://dx.doi.org/10.14582/DUZGEF.735
  • Patton, M. Q. (2005). Qualitative research. Encyclopedia of statistics in behavioral science https://doi.org/10.1002/0470013192.bsa514
  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9 (3), 144-159 https://doi.org/10.1207/s1532480xads0903_2
  • Rich, J. M. (1988). Punishment and classroom control. The Clearing House, 61(6), 261-264. https://www.jstor.org/stable/30188334
  • Robinson, O. C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative research in psychology, 11(1), 25-41. https://doi.org/10.1080/14780887.2013.80154
  • Sak, A. P. D. R., & Sak, R. (2016). Developmentally Appropriate Behaviour Management: Turkish Preschool Teachers’ practices. International Journal on New Trends in Education and TheirImplications,7(4). http://ijonte.org/FileUpload/ks63207/File/07.ikbal_tuba_sahin_sak.pdf
  • Saputri, A. I., & Widyasari, C. (2022). Application of Reward and Punishment to Develop Disciplinary Behavior of Early Childhood. Early Childhood Research Journal (ECRJ), 4(1), 1-30. https://journals.ums.ac.id/index.php/ecrj/article/viewFile/11784/7616
  • Sak, R., Tantekin-Erden, F., & Morrison, G. S. (2018). Preschool teachers’ beliefs and practices related to child-centred education in Turkey. Education 3-13, 46(5), 563-577.https://doi.org/10.1080/03004279.2017.1322995
  • Smith, D.W. (2018). "Phenomenology", The Stanford Encyclopedia of Philosophy
  • https://plato.stanford.edu/archives/sum2018/entries/phenomenology/
  • Smyth, S. S., McEver, R. P., Weyrich, A. S., Morrell, C. N., Hoffman, M. R., Arepally, G. M., …(2009). Platelet functions beyond hemostasis. Journal of Thrombosis and Haemostasis, 7(11), 1759-1766. https://doi.org/10.1111/j.1538-7836.2009.03586.x
  • Sun, L., Tan, P., Cheng, Y., Chen, J., & Qu, C. (2015). The effect of altruistic tendency on fairness in third-party punishment. Frontiers in psychology, 6, 820.
  • Temiz, S. (2020). Okul Öncesi Öğretmenlerinin Siniflarinda Karşilaştiklari Öğrenci Davraniş Problemleri, Bu Problemlerin Öğretme-Öğrenme Sürecine Etkileri Ve Bunlari Yönetme Stratejileri. Uluslararası Liderlik Eğitimi Dergisi, 1(I), 1-10. https://dergipark.org.tr/en/download/article-file/1095109
  • Turhan, M., & Yaraş, Z. (2013). Lisansüstü programlarin öğretmen, yönetici ve denetmenlerin mesleki gelişimine katkisi. Elektronik Sosyal Bilimler Dergisi, 12(43), 200-218. https://dergipark.org.tr/en/pub/esosder/issue/6157/82755
  • Türk, C., Kartal, A., Karademir, A., & Öcal, E. (2019). Preschool Teachers’ Views of Classroom Management Processes. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 8(4), 2282-2299. https://dergipark.org.tr/en/pub/teke/issue/50771/667219
  • Uysal, S., Akbaba-Altun, S. ve Akgün, E. (2010). Okulöncesi öğretmenlerinin çocukların istenmeyen davranışları karşısında uyguladıkları stratejiler. İlköğretim Online, 9(3), 971-979. https://dergipark.org.tr/en/download/article-file/90728
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (12th ed.). Ankara: Seçkin Yayıncılık. (pp. 120-132).
  • Yilmaz, F., & Babaoğlan, E. (2013). Sınıf öğretmenlerinin disiplini sağlamada kullandıkları ödül ve ceza yöntemleri (Şırnak ili örneği). İlköğretim Online, 12(1), 36-51. https://dergipark.org.tr/en/pub/ilkonline/issue/8586/106668
  • Yüksel, P., & Yıldırım, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish online journal of qualitative inquiry, 6(1), 1-20. https://doi.org/10.17569/tojqi.59813
  • Wahab, J. A., Mansor, A. N., Awang, M. M., & Ayob, N. M. (2013). Managing learners' behaviours in classroom through negative reinforcement approaches. Asian Social Science, 9(16), 61. http://dx.doi.org/10.5539/ass.v9n16p61
  • Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158–177. https://doi.org/10.1037/h0074428
  • Watrin, J. P., & Darwich, R. (2012). On behaviorism in the cognitive revolution: Myth and reactions. Review of General Psychology, 16(3), 269-282. https://doi.org/10.1037/a0026766
  • White NM. (1989). Reward or reinforcement: what's the difference? Neurosci Biobehav Rev. 13(2-3):181-6. https://doi.org/10.1016/S0149-7634(89)80028-4
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Psikolojisi
Bölüm Araştırma Makaleleri
Yazarlar

Ayten Kurşun 0009-0001-2766-3918

Feyza Nur Şen 0009-0008-1072-3161

Proje Numarası 646DCBE70214B
Yayımlanma Tarihi 2 Mart 2024
Gönderilme Tarihi 19 Eylül 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 1

Kaynak Göster

APA Kurşun, A., & Şen, F. N. (2024). Okul Öncesi Öğretmenlerinin Görüş ve Uygulamalarının İncelenmesi: Pekiştirme ve Cezalandırma Yaklaşımlarının Analizi. Humanistic Perspective, 6(1), 59-82. https://doi.org/10.47793/hp.1363000


Humanistic Perspective - 2019


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