Investigation of factors affecting school adaptation of socioeconomically disadvantaged preschool children with structural equation modeling

Starting school is one of the most important changes in the lives of young children. During this period, the child leaves the family environment and enters the school environment for the first time and meets the concepts of school and teacher. The process of adaptation to school, which is very important for children, also brings many difficulties. However, this situation becomes even more difficult when disadvantaged children are taken into consideration. In order for disadvantaged children to be successful in the school adaptation process, they are expected to adapt to the new culture, learn school and classroom procedures, find ways to get along with their classmates and teachers, and develop the necessary learning strategies. Children's success in overcoming these challenges is influenced by many factors, including child developmental characteristics, family characteristics, teacher characteristics and school climate. Therefore, the factors affecting disadvantaged children's adaptation to school are an issue that needs to be carefully examined. In this study, it was aimed to test the effect of developmental characteristics, family characteristics, teacher characteristics and school climate on school adjustment of disadvantaged preschool children with structural equation modeling. For this purpose, the research was designed within the framework of a relational model and structural equation modeling (SEM) was preferred to analyze the direct and indirect effects between these variables. The study population of the research consists of children between the ages of 54-66 months attending preschool education institutions in Seyhan, Yüreğir and Karataş districts of Adana province, their parents (mothers or fathers) and teachers. Three different sampling methods were used in the study within the framework of the multi-stage sampling approach. These are purposive affinity sampling method from non-random sampling methods, stratified proportional (cluster) sampling method from random sampling methods and simple random sampling method from random sampling methods, respectively. Using the purposive affinity sampling method, the neighborhoods in the districts receiving the highest financial and in-kind aid were identified. Then, a homogeneous cluster was formed by selecting the schools within the scope of "compulsory service" in the Ministry of National Education Communiqués Journal among the schools in these neighborhoods. Then, stratified proportional sampling method was used to determine the proportional distribution of the total number of schools in the districts. In line with the determined ratio, the institutions to collect data from the schools in the compulsory service area were randomly selected. In the last stage, children were selected using simple random sampling method among the schools determined by stratified sampling method. A total of 231 children, their parents and teachers participated in the study. In the study, the School Adjustment Teacher Rating Scale for 5-6 Year Old Children was used to measure children's school adjustment; the Turkish Early Language Development Test-TEDIL, Preschool Social Skills Assessment Scale-Teacher Form and Preschool Emotion Regulation Scale were used to measure children's developmental characteristics; the Multicultural Competence Scale-Teacher Form and Student-Teacher Relationship Scale were used to measure teacher characteristics; and the Parent School Climate Identification Scale was used to determine family characteristics and school climate. The data were collected by the researcher between March 28, 2022 and June 16, 2023. The data obtained from the study were analyzed using AMOS and SPSS package programs in line with the general hypothesis and sub-hypotheses of the study. The data entered into the SPSS program for each child were tested in the AMOS 22 program using the structural equation model for the school adjustment model developed based on the literature. The fit values obtained by testing the first model were examined and it was understood that the data set did not fit well with the tested model. In line with the findings, modifications were made on the first model. The fit values obtained by testing the Modified Adaptation to School model developed with the modification were examined and it was understood that the data set showed good fit with the tested model. According to the results of the study, in the modified school adjustment model developed for disadvantaged preschool children, children's developmental characteristics directly affect their school adjustment. Teacher characteristics and family characteristics affect school adjustment indirectly through their effects on children's developmental characteristics. School climate directly affects children's family characteristics. The findings obtained from the study are discussed within the framework of the Bioecological theory, taking into account the relevant literature.