Investigation of social behavior of 4-6 years old children in terms of some variables

The aim of this study is to identify the social behaviors of children who are in four - six years old groups and attending pre-school education institutions according to the opinions of teachers and prescribe the effects of some variables (age, gender, status of siblings, order of birth educational level of parents, business status of parents and socio-economic level of the family) that is supposed to be effective on students' behaviour. The sample of the study consists of 850 children whose age varies from four, five to six years old children attending nine kindergartens and four primary schools, their parents, and 115 teachers in Elazığ province center in 2018-2019 educational year. In addition to this sample, 1480 volunteer parents and 102 teacher took place in the study. In the stdudy, in addition to the Pre-School Social Behaviour Scale Teacher Form, which is developed by Nicki, Crick, Juan, Casas and Monique to collect data in studies and adapted into Turkish language by Şen (2009) the Candidate Registeration Form was used in order to find the demographical features of parents. In order to analyze data, the packet programs that are generally used in social sciences was used. Levene for homogeneity of variances, Independent Sample T Test for independent groups, and to find differences between more than two goups Single Factor Analysis of Variance and Tukey multiple test was used. When the findings were examined; a meaningful difference in terms of physical / physical aggression behaviors and positive social behaviors according to gender were determined. When we look at reasons of difference in terms of sub-dimensions; open / physical aggression sub-dimension of male children was found to be due to the high average score, positive social behavior in the sub-dimension of the average score of female children was observed to be due to the average level. It was observed that there was a significant difference between the positive social behavior of children and their ages. There was a significant difference between the aggressiveness behaviors that formed the sample and the gender variable and it was identified that this difference was indirect aggression in girls and direct aggression in boys. In parents' working status and family structure variables, no significant difference was observed. There is a significant difference between the status of parents' education and positive social behaviors. In addition, the family structure of the democratic family structure in the children's self-confidence and development of the personality emerged.