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Resilience In The Preschool Period

Year 2018, Volume: 4 Issue: 2, 20 - 30, 30.08.2018

Abstract

Preschool
period, in which the foundation of development of children in every field is
laid, is the most valuable years of the life. In this period, all of the
studies conducted for children are important for children to become successful
and healthy individuals. Preschool years covering 0-6 years of early childhood
is one of the most critical periods of life since it is a period in which the
personality is formed, and shaped, basic knowledge and skills are acquired and
the child makes significant progress in cognitive, physical, linguistic,
emotional and social aspects. In this period which forms the foundation of
life, children should be provided with adequate conditions together with
qualified educational opportunities, because the negations in the physical and
social environment in the preschool period may affect the physical and mental
health in the years ahead.
Resilience
does not mean being weak or perfect or not being exposed to any risks. Resilience
is the attribute that parents expect that children develop to deal with
difficulties while enjoying the stressful and complex world. Resilience is not
a feature of “perfect” people. People who want to be perfect are afraid of
making mistakes. They may get good results, but they do not take their chance
to get the best results. People who have resilience are more successful,
because they push their limits and take lessons from their mistakes.
Research in resilience has become
specialized. One can find branches of resilience research that focus on
specific adversities such as sons of alcoholics, maternal drug abuse, children
of depressed parents, abused children, children who witness violence, children
overcoming trauma children in war, children in eartquakes and street children. When
one thinks of these life-altering situations, it seems even more amazing that
some children are able to not only survive but to grow from adversity.
As a
conclusion, resilience should be emphasized in preschool period for a healthy
and successful generation

References

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  • Arslan, G. (2015). Çocuk ve genç psikolojik sağlamlık ölçeği’nin (ÇGPSÖ-12) psikometrik özellikleri: geçerlilik ve güvenirlik çalışması. Ege Eğitim Dergisi (16) 1: 1-12.
  • Arslan, G. ve Balkıs, M. (2016). Ergenlerde duygusal istismar, problem davranışlar, öz-yeterlik ve psikolojik sağlamlık arasındaki ilişki. Sakarya University Journal of Education, 6/1 : 8-22.
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  • Basım, H. N ve Çetin F. (2011). Yetişkinler için psikolojik dayanıklılık ölçeğinin güvenirlik ve geçerlik çalışması. Türk Psikiyatri Dergisi, 22(2), 104-114. http://www.turkpsikiyatri.com/PDF/C22S2/104-114.pdf. 16.01.2017.
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  • Bogar, C. B. & Hulse-Killacky, D. (2006). Resiliency determinants and resiliency process among female adult survivors of childhood sexual abuse. Journal of Counseling & Development. 84, 318-327.
  • Buss, K. A., & Goldsmith, H. H. (1998). Fear and anger regulation in infancy: Effects on the temporal dynamics of affective expression. Child Development, 69(2), 359- 374.
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  • Calkins, S.D. & Howse, R. (2004). Individual differences in self-regulation: Implications for childhood adjustment. In P. Philipot & R. Feldman (Eds.), The regulation of emotion. Mahwah, NJ: Erlbaum.
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  • Cole, P. M., Martin, S. E. & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333.
  • Dane, E. ve Olgun, N. (2016). Hemodiyaliz hastalarının psikolojik dayanıklılık durumları ve etkileyen faktörlerin değerlendirilmesi. Nefroloji Hemşireliği Dergisi Ocak- Haziran 1. Sayı.
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  • Garmezy, N. (1993). Children in Poverty: Resilience despite risk. Psychiatry, 56, 127-136.
  • Getzels, J. W. & Jackson, P. W. (1961). Creativity and intelligence. New York: Wiley.
  • Gilliom, M., Shaw, D., Beck, J. E., Schonberg, M. A. & Lukon, J. L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38(2), 222-235.
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Okul Öncesi Dönemde Psikolojik Dayanıklılık

Year 2018, Volume: 4 Issue: 2, 20 - 30, 30.08.2018

Abstract

Çocukların,
tüm alanlarda gelişiminin temelinin atıldığı okul öncesi dönem yaşamın en
değerli yıllarıdır. Bu dönemde çocuklar için yapılan bütün çalışmalar
çocukların başarılı ve sağlıklı bireyler olması açısından çok önemlidir. Erken
çocukluğun 0-6 yaşlar arasındaki süreci kapsayan okul öncesi yılları; kişiliğin
oluşması ve şekillenmesi, temel bilgi ve becerilerin kazandırılması,
çocuğun bilişsel, fiziksel, dil, duygusal ve sosyal
yönden önemli ilerleme kaydettiği bir dönem olması nedeniyle, yaşamın en kritik
dönemlerinden biridir. Yaşamın temelini oluşturan bu dönemde çocuklara yeterli
koşullar nitelikli eğitim olanakları ile birlikte sunulmalıdır. Çünkü okul
öncesi dönemde fiziksel ve sosyal çevredeki olumsuzluklar, ileriki yıllarda
fiziksel ve zihinsel sağlığı etkileyebilmektedir.
Psikolojik dayanıklılık zayıf olmamak, hiçbir riske
açık olmamak değildir. Psikolojik dayanıklılık, ebeveynlerin, çocukları stres
dolu ve karmaşık dünyalarının tadını çıkarırken, zorluklarıyla da başa
çıkabilmeleri için geliştirmelerini umduğu özelliktir. Psikolojik dayanıklılık
“kusursuz” insanların bir özelliği değildir. Kusursuz olmak isteyen
insanlar hata yapmaktan korkar. İyi sonuçlar alabilir, ancak en iyi sonuçları
alabilmek için şanslarını denemezler. Psikolojik dayanıklılık sahibi insanlar
sınırlarını zorladıkları ve hatalarından ders çıkardıkları için daha
başarılıdır. Psikolojik dayanıklılık üzerine yapılan araştırmalar belirli
alanlarda yoğunlaşmıştır. Psikolojik dayanıklılık araştırmalarının, alkolik
ebeveynlerin çocukları, annesi uyuşturucu bağımlısı olan çocuklar,
depresyondaki ebeveynlerin çocukları, tacize uğrayan çocuklar, şiddete maruz
kalan çocuklar, travmayı aşmaya çalışan çocuklar, savaştaki çocuklar,
depremzede çocuklar, sokak çocukları, çalışmak zorunda olan çocuklar gibi
belirli zorluklar üzerinde duran alanları da bulunur. İnsan hayatını önemli
ölçüde olumsuz etkileyen risk faktörleri düşünüldüğünde bazı çocukların
yaşadıkları güçlüklere rağmen hayatta kalmaları ve olumlu gelişmeleri dikkat
çekicidir. Sonuç olarak sağlıklı ve başarılı bir nesil için okul öncesi dönemde
psikolojik dayanıklılık kavramına önem verilmelidir.





References

  • Arrington, E. G., & Wilson, M. N. (2000). A re-examination of risk and resilience during adolescence: Incorporating culture and diversity. Journal of Child and Family Studies, 9(2), 221-230.
  • Arslan, G. (2015). Çocuk ve genç psikolojik sağlamlık ölçeği’nin (ÇGPSÖ-12) psikometrik özellikleri: geçerlilik ve güvenirlik çalışması. Ege Eğitim Dergisi (16) 1: 1-12.
  • Arslan, G. ve Balkıs, M. (2016). Ergenlerde duygusal istismar, problem davranışlar, öz-yeterlik ve psikolojik sağlamlık arasındaki ilişki. Sakarya University Journal of Education, 6/1 : 8-22.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press.
  • Basım, H. N ve Çetin F. (2011). Yetişkinler için psikolojik dayanıklılık ölçeğinin güvenirlik ve geçerlik çalışması. Türk Psikiyatri Dergisi, 22(2), 104-114. http://www.turkpsikiyatri.com/PDF/C22S2/104-114.pdf. 16.01.2017.
  • Beardslee, M. D. & Podorefsky, M. A. (1988). Resilient adolescents whose parents have serious affective and other psychiatric disorders: Importance of self-understanding and relationships. American Journal of Psychiatry, 145, 63-69.
  • Bogar, C. B. & Hulse-Killacky, D. (2006). Resiliency determinants and resiliency process among female adult survivors of childhood sexual abuse. Journal of Counseling & Development. 84, 318-327.
  • Buss, K. A., & Goldsmith, H. H. (1998). Fear and anger regulation in infancy: Effects on the temporal dynamics of affective expression. Child Development, 69(2), 359- 374.
  • Calkins, S.D. & Fox, N.A. (2002). Self-regulatory processes in early development: A mutilere approach to the study of childhood social withdrawal and aggression. Development and Psychopathology, 14, 477-498.
  • Calkins, S.D. & Howse, R. (2004). Individual differences in self-regulation: Implications for childhood adjustment. In P. Philipot & R. Feldman (Eds.), The regulation of emotion. Mahwah, NJ: Erlbaum.
  • Campbell, S.B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113-149.
  • Campos, J., Campos, R., & Barrett, K. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, 25, 394-402.
  • Chambers, J. C. (2005). Helping youth overcome trauma. Reclaiming Children and Youth, 14( 1). 20-23. Retrieved from http://web.ebscohost.com.ezproxy2.library. drexel.edu/ehost
  • Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal of Counseling and Clinical Psychology, 60(5), 783–792.
  • Cole, P. M., Martin, S. E. & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333.
  • Dane, E. ve Olgun, N. (2016). Hemodiyaliz hastalarının psikolojik dayanıklılık durumları ve etkileyen faktörlerin değerlendirilmesi. Nefroloji Hemşireliği Dergisi Ocak- Haziran 1. Sayı.
  • Dass-Brailsford, P. (2005). Exploring resiliency: Academic achievement among disadvantaged black youth in South Africa. South African Journal of Psychology, 35(3), 574-591.
  • DeKlyen, M., Speltz, M.L. & Greenberg, M.T. (1998). Fathering and early onset conduct problems: Positive and negative parenting, father-son attachment, and the marital context. Clinical Child and Family Psychology Review, 1, 3-21.
  • Demirbaş, N. (2010). Yaşamda anlam ve yılmazlık. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi: Sosyal Bilimler Enstitüsü: Ankara.
  • Doll, E. A. (1941). The essentials of an ınclusive concept of mental deficiency, 46, 214-219.
  • Doll, E. A. (1953). Measurement of social competence: a manual fort he vineland social maturity scale. Minneapolis: Educational Publishers.
  • Eisenberg, N. & Harris, J. D. (1984). Social competence: a developmental perspective. School Psychology Review, 13, 267-277.
  • Felliti, V., Anda, R., Nordenberg, D. Williamson, D. Spitz, A., Edwards, V. & Marks. J. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) study, American Journal of Preventative Medicine, 14(4), 245-258. doi: 10.1016/S0749-3797(98)00017-8
  • Fonagy, P., Steele, M., Steele, H., Higgit, A. & Target, M. (1994). The Emmanuel Miller Memorial Lecture: The Theory and Practice of Resilience. Journal of Child Psychology and Psychiatry, 35, 231-257.
  • Garmezy, N. (1993). Children in Poverty: Resilience despite risk. Psychiatry, 56, 127-136.
  • Getzels, J. W. & Jackson, P. W. (1961). Creativity and intelligence. New York: Wiley.
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Details

Primary Language Turkish
Journal Section Article
Authors

Büşra Şahan Aktan 0000-0002-9091-5401

Alev Önder 0000-0002-2736-4600

Publication Date August 30, 2018
Submission Date January 1, 2018
Published in Issue Year 2018 Volume: 4 Issue: 2

Cite

APA Şahan Aktan, B., & Önder, A. (2018). Okul Öncesi Dönemde Psikolojik Dayanıklılık. Eğitim Kuram Ve Uygulama Araştırmaları Dergisi, 4(2), 20-30.