Examining the school adjustment process of children in a multicultural preschool classroom within the context of teacher, parent, and peer relations

This qualitative study aims to reveal how the school adjustment process of three-year-old children is shaped by teacher-child relationships, parent-child relationships peer relationships, and teacher-parent interaction in a multicultural classroom. The research was carried out with a study group consisting of 17 children (11 girls and six boys), eight parents, and a teacher in an independent kindergarten affiliated with the Ministry of National Education in one of the districts of Antalya province. Of the 17 children in the study group, the mother of eight children was Russian origin. That is the most important situation that contributes to the multicultural structure of the class. In the research, the relationships in the school adjustment process were observed with the case study model. During the data collection process, the researcher carried out her observations as a non-participant observer in the classroom and also aimed to enrich her data by using the interview and researcher diary. The observation process in the study started on the school adjustment days and continued for two and a half months, for the first month uninterruptedly and then once a week. During the observation process, the researcher observed the children's adaptation to school in the context of their relationships with their teacher, parents, peers, and teacher-parent interactions. In addition, semi-structured one-on-one interviews were conducted with the teacher and parents. The raw data obtained were analysed using the content analysis technique. Within the scope of content analysis, the data were coded into the code book, and appropriate categories and themes were created. According to the findings obtained from the research, it was seen that speaking in different languages, not being able to meet in a common language, not being able to communicate face to face, and different family structure elements were included in the cultural elements in the study. Differences caused by cultural elements have led to a lack of relationship between teacher and parent. Thus, the children of parents who could not have a relationship with the teacher had difficulty adapting to school due to the disconnection between school and home. In the study, classroom management practices were reflected in the school adjustment process and the teacher-child relationship through the elements of individual approaches to children, organization of educational environments, and behaviour management. It has been determined that the formation and resolution of the conflict in the relationship between teacher and child in the process of school adjustment are reflected in the adaptation process of the children in terms of bringing teacher and child closer to each other or further away. The parent's farewell style in the process of dropping the child off at school has been the determinant of the school adjustment process by reflecting on the relationship between the parent and the child. Accordingly, in cases where there was no goodbye between the parent and the child, the children moved away from the school. Cultural interaction that emerged in the form of children's common experiences with their peers and family friendship/kinships has attracted attention for its role as a facilitator in the process by bringing peers closer together during the school adjustment process. According to the results of the research, cultural interactions and cultural elements have an important place in the relations during the transition from the family system to the school system. Cultural interactions and cultural elements are reflected in the process by playing positive or negative roles in relationships and the processes of school adjustment of children. In addition, in the school adjustment process, children's relationships with their teachers, parents, and peers do not follow independent paths, and relationships (subsystems) interact with each other in this transition between systems. In this context, activities and studies that will strengthen the cultural interactions of children with their teachers and peers are carried out starting from the school adaptation process; planning to allow teachers and parents to interact more healthily; the teacher makes arrangements in the classroom environment in such a way that the children come to the school with interest, enthusiasm and contribute to peer relations; it is important to carry out new research that addresses the school adjustment process as a transition between systems.