Effect of parents and teachers' play beli̇efs on interaction of children with their peer play and temperament

In current study, it is aimed to determine how parents 'and teachers' beliefs about children's play times are reflected on children's peer interaction and temperament. In the 2017-2018 academic year, 369 parents and 110 preschool teachers from 21 independent kindergarten in Balçova, Bayraklı, Bornova, Buca, Çiğli, Gaziemir, Güzelbahçe, Karabağlar, Karşıyaka, Konak and Narlıdere districts of İzmir participated in the study. As data collection tools: "Parental Information Form" and "Teacher Information Form" developed by the researcher to determine the socio-demographic characteristics of parents and teachers; Fogle and Mendez (2006) developed and validity and reliability study "The Parent Play Beliefs Scale"; "Penn Interactive Peer Play Scale" developed by Fantuzzo, Mendez and Tighe (1998) and validity and reliability study by Ahmetoğlu, Acar and Aral (2016); The "Temperament Assessment Battery for Children-Revised:Parent Form" scales developed by Martin and Bridger (1999) and validity and reliability studies by Yoleri (2014) were used. Cronbach Alpha general reliability coefficient for the PPBS scale was calculated as α = .86; Cronbach Alpha α = .90 for "Play Support, and Cronbach Alpha α = .73 for" Academic Focus ". Internal consistency levels of PIPPS / Parental Form were Play Interaction α = .72, Play Disruption α = .75 and Play Disconnection α = .60, while PIPPS / Teacher Form internal consistency levels were Play Interaction α = .85, α = .89 for Play Disruption and α for Play Disconnection = .81. In the validity and reliability study of the TABC-R scale, the internal consistency levels of the scale were α = .83 for the Approach/Withdrawal sub-dimension; α= .77 for the Activity Level sub-dimension; α = .80 for the Emotional Intensity dimension and α = .74 for the Persistence sub-dimension. In a survey designed according to the Relational Scanning Model, PPBS (The Parent Play Beliefs Scale) Turkish version of the scale "Anne Baba Oyun Zamanı Deneyimleri" in Turkey to understand the perspective of parents in their children's perception of the play; "PENN Interactive Peer Scale: Parent and Teacher Form" which is used to evaluate the effect of children's behaviors on peer interaction from the eyes of the teacher and parents; The "Temperament Assessment Battery for Children-Revised: Parent Form" was used to see the effect of temperament on children's behaviors during play. Participants were identified by simple random sampling method. The data obtained were processed in SPSS 20.0 package program. Cronbach Alpha coefficients were examined to determine whether the scales could be used in the application and to explain each other. Correlation and regression analysis were performed to determine the relationships between the variables. As a result of the research findings, significant differences were found between parents 'and teachers' play beliefs and children's peer interactions and temperaments. When the relationship between play support and peer interactions of parents was examined, it was found that as play support levels increased, children's play disruption and disconnection levels increased. When the relationships between parents' play support levels and temperaments were examined, it was found that approach/withdrawal, activity level and emotional ıntensity levels increased, and persistence levels decreased as play support levels increased. When the relationship between parents' focus on academic skills and peer interactions were examined, it was found that as the level of focusing on academic focus skills increased, play interaction, disruption of the play and levels of disconnection would also increase. When the relationships between parents' focus on academic focus skills and their temperament were examined, it was found that as the focus on academic focus skills increased, activity level and emotional ıntensity levels increased and persistence levels decreased. There was no relationship between the approach/withdrawal and the level of parents' focus on academic skills.