ABSTRACT

The participating children’s aggressive behavior, asocial behavior, fearful/anxious behavior, exclusion, hyperactivity levels were low, whereas their social behavior levels were moderate. The children’s peer relations were affected by their individual and family characteristics. Thus, it may be recommended that to improve children's peer relations, social skills programs should be organized through cooperation between school and family, and children having problems should be identified and referred to health centers or guidance centers.

According to the teachers’ statements, the children’s mean scores calculated for the aggressive behavior, social behavior, asocial behavior, anxious-fearful behavior, exclusion and hyperactivity subscales of the Child Behavior Scale were 2.38±2.20, 11.26±4.54, 3.54±2.38, 4.33±2.61, 2.93±2.79, 2.79±1.92 respectively. The variables such as gender, number of siblings, birth order, presence of physical illness, parental education level, parental employment status, family type, parental attitude and income level were the determinants of peer relations (p <0.05).

The cross-sectional study was conducted between March and May 2018 with 432 4–6 year-old children. Data were collected using the Personal Information Form and the Ladd and Profilet Child Behavior Scale. In the analysis, descriptive statistics, Kolmogorov-Smirnov test, t-test, one-way analysis of variance and the post-hoc Tukey's-b test were used.

In this study, it was aimed to determine peer relations in preschool children and determinants of these relations.