Cognitive developmental levels of preschool children in relation to peer relationships

被引：1

作者：

Ogelman, Hulya Gulay ^{[1
]}

Secer, Zarife ^{[2
]}

Onder, Alev ^{[3
]}

机构：

[1] Univ Pamukkale, Dept Presch Educ, Denizli, Turkey

[2] Univ Necmettin Erbakan, Dept Presch Educ, Konya, Turkey

[3] Univ Marmara, Dept Presch Educ, Istanbul, Turkey

来源：

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL | 2015年 / 23卷 / 04期

关键词：

cognitive development; peer relationships; victimisation; preschool children; BEHAVIOR; GENDER; MIND;

D O I：

10.1080/1350293X.2015.1087157

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of the study is to investigate the cognitive developmental levels of five- to six-year-old preschool children with regard to their peer relationships. The relational survey method was used in the study. One hundred and fifty one children aged five- to six-years-old participated in the study. The Child Behaviour Scale, Peer Victimisation Scale and the Marmara Developmental Scale-Cognitive Development subscale were filled out by preschool teachers. The data was analysed using the Basic Linear Regression Technique. According to the results of the study, five- to six-year-old children's cognitive development levels have a significant predictor on variables of peer relationship.

引用

页码：563 / 572

页数：10

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