Okul Öncesi Dönemdeki Çocukların Günlük Stres Yaşantılarının Öğretmen ve Ebeveyn Bakış Açısıyla İncelenmesi
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The aim of this research is to examine the stress experiences in preschool children by the perspective of parent and teacher. Study participants included 305 parents with aged 5-6 years children, and 333 preschool teachers who provide education to children aged 5-6 years. In the study, survey model which is one of the methods of quantitative research was used. Personal Information Form, Daily Stress Experiences in Preschool Children Scale developed by researcher were used as data collection tools. The data was analyzed through exploratory and confirmatory factor analysis, Pearson’s correlation coefficient, t test and anova test. Results showed that the scale developed consists of a 3-dimensional structure furthermore, valid and reliable. Additionally, teachers and parents’ perception about children's daily stress experiences were differentially related to biological and sociocultural subscale. In both subscales was found that teachers perceive more daily stress experiences in children than parents. Findings indicate that parent’s scores unrelated in accordance with parents’ gender, age, education level and income status. It also was found to be significantly correlation between the scores of parents in the sociocultural subscale and the number of children. By comparison, parents with 3 children perceived more stress in their children than parents with 2 or only children. Correspondingly, parents scores on biology subscale differ in accordance with mother’s education level. Mothers with bachelor's degree perceived more stress in their children than mothers with high school degree. Additionally, teacher scores were found unrelated in accordance with teachers age, experience and number of children in class.