{"id":5642,"date":"2023-08-09T14:18:00","date_gmt":"2023-08-09T12:18:00","guid":{"rendered":"https:\/\/wordpress.vecurosoft.com\/kiddino\/?p=81"},"modified":"2025-11-26T17:21:13","modified_gmt":"2025-11-26T17:21:13","slug":"okul-oncesi-donemde-akran-zorbaligi","status":"publish","type":"post","link":"https:\/\/sidekresbursa.com.tr\/index.php\/2023\/08\/09\/okul-oncesi-donemde-akran-zorbaligi\/","title":{"rendered":"Okul \u00d6ncesi D\u00f6nemde Akran Zorbal\u0131\u011f\u0131"},"content":{"rendered":"\t\t
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Okul \u00f6ncesi e\u011fitim \u00e7ocu\u011fun, kendi bedensel yap\u0131s\u0131n\u0131 tan\u0131mas\u0131, \u00f6z bak\u0131m ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131layabilmesi ve v\u00fccudunu etkili bir \u015fekilde kullanabilmesine yard\u0131mc\u0131 olmaktad\u0131r (Aral ve di\u011f., 2002: 89). Okul \u00f6ncesi e\u011fitim kurumlar\u0131, \u00e7ocuklar\u0131n \u00e7o\u011funlukla ilk akran deneyimlerini ya\u015fad\u0131klar\u0131 yer olmalar\u0131 nedeniyle b\u00fcy\u00fck \u00f6nem kazanmaktad\u0131r (Wood ve di\u011f., 2002: 77). Okul \u00f6ncesi e\u011fitim kurumlar\u0131nda, \u00e7ocuk di\u011fer \u00e7ocuklarla beraber olma ihtiyac\u0131n\u0131 kar\u015f\u0131lamakta ve grup oyunlar\u0131na kat\u0131larak benlik kavram\u0131n\u0131n geli\u015fmesi sa\u011flanmaktad\u0131r. \u00c7ocuk bir arkada\u015f grubuna \u00fcye olarak kendi hakk\u0131nda bilmedi\u011fi \u00f6zelliklerini \u00f6\u011frenecek, aile i\u00e7indeki yerinden ba\u015fka, ya\u015f\u0131tlar\u0131yla birlikte oldu\u011funda kendi benli\u011fi hakk\u0131nda daha ger\u00e7ek\u00e7i bir yap\u0131n\u0131n fark\u0131nda olacakt\u0131r. Yeteneklerini ke\u015ffedip, gruba ne gibi katk\u0131lar\u0131 oldu\u011funu sosyal ortam i\u00e7erisinde g\u00f6recek, g\u00fc\u00e7l\u00fc ve zay\u0131f yanlar\u0131n\u0131 ke\u015ffedecek, kabul g\u00f6rme veya d\u0131\u015flanma gibi sosyal deneyimlerle kar\u015f\u0131 kar\u015f\u0131ya kalacakt\u0131r. Oynad\u0131\u011f\u0131 oyunlarla kazand\u0131\u011f\u0131 beceri derecesine g\u00f6re \u00e7ocuk ger\u00e7ek s\u0131n\u0131rlar\u0131n\u0131 ke\u015ffedecektir (Sevin\u00e7, 2004: 27).<\/p>\n

\u00a0 \u00c7ocuklar akran ili\u015fkileriyle fiziksel, bili\u015fsel, sosyal, duygusal ve ahl\u00e2ki alanlardaki geli\u015fimlerine paralel olarak, \u00e7e\u015fitli a\u015famalardan ge\u00e7mektedir (Beyazk\u00fcrk, Anlak, & Din\u00e7er, 2007). Baz\u0131 \u00e7ocuklar, akranlar\u0131yla s\u00fcrekli olarak i\u015fbirli\u011fi yapmakta, akranlar\u0131 taraf\u0131ndan sevilmekte ve sa\u011flam arkada\u015fl\u0131k ili\u015fkileri kurmaktad\u0131r. Baz\u0131lar\u0131 ise akranlar\u0131na s\u0131kl\u0131kla sald\u0131rgan davran\u0131\u015flar g\u00f6stermekte ve \u00e7ok az say\u0131da arkada\u015fa sahip olmaktad\u0131r (Gifford-Smith & Rabiner, 2004). \u00c7ocuklar aras\u0131nda ya\u015fanmakta olan bu olumsuz ili\u015fki bi\u00e7imi \u00e7ocukluktan yeti\u015fkinli\u011fe kadar s\u00fcregelmektedir.<\/p>\n

Akran Zorbal\u0131\u011f\u0131n\u0131n Tan\u0131m\u0131<\/h2>\n

\u00a0 Akran zorbal\u0131\u011f\u0131, g\u00fcc\u00fcn sistematik olarak k\u00f6t\u00fcye kullan\u0131larak fiziksel olarak daha b\u00fcy\u00fck, g\u00fc\u00e7l\u00fc, bask\u0131n, pop\u00fcler birisinin veya grubun, kendilerinden daha k\u00fc\u00e7\u00fck veya g\u00fc\u00e7s\u00fcz birisini ama\u00e7l\u0131 ve s\u00fcrekli olarak incitmesi, h\u0131rpalamas\u0131 ya da rahats\u0131z etmesi ile sonu\u00e7lanan bir sald\u0131rganl\u0131k t\u00fcr\u00fcd\u00fcr. Zorbal\u0131\u011f\u0131n alt\u0131nda egemenlik kurma ve g\u00f6z\u00fcn\u00fc korkutma iste\u011fi yatmaktad\u0131r (Beane, 2005; Pikin, 2006; Sharp & Smith, 2003; Smith, 1997; Smith & Sharp, 2003; Stephenson & Smith, 2002).<\/p>\n

\u00a0 Baz\u0131 \u00e7ocuklar ama\u00e7lar\u0131na ula\u015fmak i\u00e7in daha uygun bir yol bilmedikleri i\u00e7in zorbal\u0131k davran\u0131\u015flar\u0131na ba\u015fvurabilmektedirler. \u0130steklerini di\u011ferlerine iletmek ve onlarla olumlu etkile\u015fim kurmak yerine akranlar\u0131na h\u00fckmederek ve g\u00f6zda\u011f\u0131 vererek onlar kontrol etmeyi tercih etmektedirler (Swearer, Siebecker, Johnsen-Frerichs, & Wang, 2009). Asl\u0131nda zorbal\u0131k, sald\u0131rganl\u0131k ve \u015fiddet eylemlerinin \u00f6nemli bir nedenidir ve \u00e7ocuklar bunu tepki vermek i\u00e7in tek yol olarak \u00f6\u011frenmi\u015f ve uyguluyor olabilir (McGinnis & Goldstein, 2003). Bununla ilgili olarak Lipman (2003), zorbal\u0131\u011f\u0131n toplumsal a\u00e7\u0131ndan \u00f6nemi \u00fczerinde durarak ki\u015filer aras\u0131 \u015fiddetin bir t\u00fcr\u00fc oldu\u011funu; \u00e7\u00fcnk\u00fc oyun etkile\u015fimleri s\u0131ras\u0131nda g\u00f6r\u00fclen anla\u015fmazl\u0131klar\u0131n, ileriki y\u0131llarda \u015fiddet, i\u015f yeri zorbal\u0131\u011f\u0131 ve yeti\u015fkin istismar gibi bir\u00e7ok t\u00fcrde s\u00fcrd\u00fcr\u00fclebildi\u011fini vurgulamaktad\u0131r.<\/p>\n

Akran Zorbal\u0131\u011f\u0131n\u0131n \u00d6zellikleri<\/h2>\n

\u00a0 Zorbal\u0131\u011f\u0131, sald\u0131rganl\u0131ktan ayran \u00fc\u00e7 temel \u00f6zellik vard\u0131r: ama\u00e7l\u0131l\u0131k, s\u00fcreklilik ve g\u00fc\u00e7 dengesizli\u011fi. Eylemlerin zorbal\u0131k olarak varsay\u0131labilmesi i\u00e7in bu \u00fc\u00e7 \u00f6zelli\u011fin bir arada bulunmas\u0131 gereklidir.<\/p>\n

Akran Zorbal\u0131\u011f\u0131n\u0131n T\u00fcrleri<\/h2>\n

\u00a0 Zorbal\u0131\u011f\u0131n t\u00fcrleri konusunda ara\u015ft\u0131rmac\u0131lar \u00e7e\u015fitli g\u00f6r\u00fc\u015flere sahiptir. Cornell ve Bandyopadhyay (2009), Elliott (2002a) ve Perren (2000)\u2019e g\u00f6re zorbal\u0131k, fiziksel, s\u00f6zel ve s\u00f6zel olmayan olumsuz hareketleri i\u00e7eren do\u011frudan ve dolayl\u0131 t\u00fcrleri kapsamakta iken Byrne (1995)\u2019e g\u00f6re zorbal\u0131k, fiziksel veya zihinsel ya da bu ikisinin birle\u015fimi \u015feklinde olabilmektedir. Nicolaides, Toda ve Smith (2002)\u2019e g\u00f6re zorbal\u0131k, fiziksel, s\u00f6zel veya psikolojik sald\u0131r\u0131 veya misilleme \u015feklinde olabilmektedir. Bu ara\u015ft\u0131rmac\u0131lar\u0131n savunular\u0131na benzer olarak Sharp ve Smith (2003)\u2019e g\u00f6re ise zorbal\u0131k fiziksel, s\u00f6zel ve dolayl\u0131 olmak \u00fczere \u00fc\u00e7 t\u00fcrde olu\u015fmaktad\u0131r.<\/p>\n

Okul \u00d6ncesi D\u00f6nemde Ya\u015fanan Akran Zorbal\u0131\u011f\u0131na \u0130li\u015fkin T\u00fcrkiye\u2019de Yap\u0131lm\u0131\u015f \u00c7al\u0131\u015fmalar<\/h2>\n

\u00a0 Ara\u015ft\u0131rmalar okul \u00f6ncesi d\u00f6nem \u00e7ocuklar\u0131 aras\u0131nda en s\u0131k fiziksel sald\u0131rganl\u0131\u011f\u0131n g\u00f6r\u00fcld\u00fc\u011f\u00fc, bununla birlikte ili\u015fkisel ve s\u00f6zel akran zorbal\u0131\u011f\u0131n\u0131n da okul \u00f6ncesi d\u00f6nemde g\u00f6r\u00fcld\u00fc\u011f\u00fc ve \u00e7ocuklar\u0131n daha fazla kendi hemcinslerine zorbal\u0131k ettikleri dikkati \u00e7ekmektedir. Okul \u00f6ncesi d\u00f6nem \u00e7ocuklar\u0131 \u00fc\u00e7 ya\u015f\u0131na geldiklerinde, ayn\u0131 cinsiyetten akranlar\u0131n\u0131 daha s\u0131k tercih etmekte ve bu durum ilk\u00f6\u011fretim d\u00f6nemine kadar s\u0131kl\u0131\u011f\u0131 artarak devam etmektedir (Schrep ferman ve di\u011f., 2006: 50). Ara\u015ft\u0131rma da \u00e7ocuklar\u0131n daha fazla kendi hem cinsi akranlar\u0131na zorbal\u0131k uygulamalar\u0131n\u0131n nedeni, onlar\u0131 tercih etmelerin den ve onlarla daha fazla birlikte zaman ge\u00e7irmelerinden kaynaklanabilir.<\/p>\n

\u00a0 Ara\u015ft\u0131rmalarda erkek \u00e7ocuklar\u0131n kendi hemcinslerine en fazla fiziksel \u015fiddet kulland\u0131klar\u0131, k\u0131zlar\u0131n ise kendi hem cinslerine en fazla ili\u015fkisel sald\u0131rganl\u0131k uygulad\u0131klar\u0131 ve erkek \u00e7ocuklar aras\u0131nda akran zorbal\u0131\u011f\u0131n\u0131n daha fazla ya\u015fand\u0131\u011f\u0131 g\u00f6r\u00fclmektedir. Bununla birlikte sald\u0131rganl\u0131k davran\u0131\u015flar\u0131 aras\u0131nda k\u0131zlar\u0131n erkeklere daha fazla s\u00f6zel sald\u0131rganl\u0131k, erkeklerin ise k\u0131zlara daha faz la fiziksel sald\u0131rganl\u0131k g\u00f6sterdikleri dik kati \u00e7ekmektedir. Erkek \u00e7ocuklar\u0131n fiziksel, k\u0131z \u00e7ocuklar\u0131n ise s\u00f6zel sald\u0131rganl\u0131k uygulamalar\u0131, toplumuzdaki \u00e7ocuk yeti\u015ftirme tutumlar\u0131ndan kaynaklanabilir. \u00c7\u00fcnk\u00fc bir toplumdaki cinsiyet rol\u00fc ve de\u011fer yarg\u0131lar\u0131; o toplumdaki zorbal\u0131k davran\u0131\u015f\u0131 \u00fczerinde etkili olan \u00f6nemli fakt\u00f6rlerdendir. Toplumumuzda erkek \u00e7ocuklar\u0131n fiziksel g\u00fc\u00e7lerini g\u00f6stermek amac\u0131yla yapt\u0131\u011f\u0131 sald\u0131rganca davran\u0131\u015flar toplumsal kal\u0131p yarg\u0131lar\u0131n da etkisiyle anne-baba taraf\u0131n dan ho\u015f g\u00f6r\u00fclmekte, hatta zaman zaman te\u015fvik edilmektedir. K\u0131z \u00e7ocuklar\u0131n ise bu t\u00fcr davran\u0131\u015flar\u0131 kabul g\u00f6rmemekte, erkek \u00e7ocuklara g\u00f6re daha narin, terbiyeli, sakin olmalar\u0131 konusun da desteklenmektedirler. Sald\u0131rganca davran\u0131\u015flar sergileyen erkekler at\u0131lgan ve g\u00fc\u00e7l\u00fc olarak kabul edilmekte, hatta bazen sald\u0131rganl\u0131k erkeklik ve mertlik simgesi olarak de\u011ferlendirilmektedir (K\u00f6knel, 1986). Ancak yap\u0131lan \u00e7al\u0131\u015fmalar incelendi\u011finde, bu durumun sadece \u00fclkemizle s\u0131n\u0131rl\u0131 olmad\u0131\u011f\u0131, di\u011fer \u00fclkelerde de yap\u0131lan \u00e7al\u0131\u015fmalarda okul \u00f6ncesi d\u00f6nem erkek \u00e7ocuklar\u0131nda akran zorbal\u0131\u011f\u0131n\u0131n daha s\u0131k ya\u015fand\u0131\u011f\u0131, erkek \u00e7ocuklar\u0131n fiziksel zorbal\u0131\u011f\u0131, k\u0131z \u00e7ocuklar\u0131n ise s\u00f6zel ve ili\u015fkisel sald\u0131rgan l\u0131\u011f\u0131 daha s\u0131k kulland\u0131\u011f\u0131 g\u00f6r\u00fclmektedir.<\/p>\n

\u00a0 Ya\u015f gruplar\u0131na g\u00f6re yap\u0131lan inceleme de; her iki ya\u015f grubunda da en fazla fiziksel sald\u0131rganl\u0131k g\u00f6r\u00fcld\u00fc\u011f\u00fc, bunun la birlikte 5-6 ya\u015f grubunda, 3-4 ya\u015f grubuna g\u00f6re fiziksel sald\u0131rganl\u0131k oran\u0131 d\u00fc\u015ferken, s\u00f6zel ve ili\u015fkisel sald\u0131rganl\u0131k oran\u0131n\u0131n artt\u0131\u011f\u0131 dikkati \u00e7ekmektedir. Ya\u015fam\u0131n ilk y\u0131llar\u0131nda \u00e7ocuklar akranlar\u0131 ile nesneleri sahiplenme konusunda anla\u015fmazl\u0131klar ya\u015farken, dil geli\u015fimi ileri d\u00fczeyde olmad\u0131\u011f\u0131 i\u00e7in fiziksel sald\u0131rganl\u0131\u011fa ba\u015fvurabilmektedirler (Ladd ve di\u011f., 1996: 1103; Hay, 2006: 39). \u00c7al\u0131\u015fmada ya\u015f artt\u0131k\u00e7a fiziksel sald\u0131rganl\u0131ktan s\u00f6zel sald\u0131rganl\u0131\u011fa ge\u00e7i\u015f s\u00f6zel becerilerin ya\u015fla birlikte artmas\u0131 ve s\u00f6zlerin de en az fiziksel sald\u0131r\u0131lar kadar incitici olabilece\u011finin fark\u0131na var\u0131lmas\u0131yla ilgili olabilir. Bununla birlikte dil geli\u015fimi anla\u015fmazl\u0131klar kar\u015f\u0131s\u0131nda uzla\u015fmac\u0131 \u00e7\u00f6z\u00fcmlerin bulunmas\u0131n\u0131 da beraberinde getirebildi\u011fi i\u00e7in, fiziksel nitelikli davran\u0131\u015flar\u0131n azalmas\u0131na neden olabilir. Literat\u00fcrde s\u00f6zel becerilerin artmas\u0131yla, s\u00f6zel akran zorbal\u0131\u011f\u0131 t\u00fcrlerinin artt\u0131\u011f\u0131n\u0131 vurgulayan \u00e7al\u0131\u015fmalar vard\u0131r (Perry ve di\u011f., 1990: 1310; Warm, 1997: 97,98).<\/p>\n

\u00a0 Ara\u015ft\u0131rmalar \u00f6\u011frencilerin en fazla oyuncak payla\u015f\u0131m\u0131 konusunda anla\u015fmazl\u0131k ya\u015fad\u0131klar\u0131nda, oyun kurmada lider olmak istediklerinde ve oyunda rol payla\u015f\u0131m\u0131 konusunda anla\u015fmazl\u0131k ya\u015fad\u0131klar\u0131nda zorbal\u0131k ettikleri g\u00f6r\u00fclmektedir. Bununla birlikte; az say\u0131da da olsa baz\u0131 \u00e7ocuklar\u0131n \u00f6\u011fretmen ve arkada\u015flar\u0131n\u0131 k\u0131skand\u0131klar\u0131nda ve oyun kurallar\u0131n\u0131 bozan akranlar\u0131na zorbal\u0131k ettikleri dikkati \u00e7ekmektedir. Bu durum \u00e7ocuklar\u0131n sosyal becerilerini hen\u00fcz yeterince kazanamamas\u0131ndan kaynaklanabilir. Okul \u00f6ncesi d\u00f6nem de \u00e7ocuk g\u00fcnl\u00fck ya\u015famda kar\u015f\u0131la\u015faca\u011f\u0131 olaylar ile ba\u015fa \u00e7\u0131kabilmek i\u00e7in gerekli altyap\u0131y\u0131 olu\u015fturma ve geli\u015ftirme \u00e7abas\u0131 i\u00e7indedir. Bu d\u00f6nemde \u00e7ocuk benmerkezci yap\u0131s\u0131 nedeniyle sadece kendini d\u00fc\u015f\u00fcn\u00fcp, ba\u015fkas\u0131n\u0131n ya\u015fad\u0131klar\u0131n\u0131 anlayamayabilir, akranlar\u0131n\u0131n bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131 g\u00f6r\u00fcp, de\u011ferlendiremeyebilir. \u00c7ocuklar birlikte oynamaya, kar\u015f\u0131l\u0131kl\u0131 konu\u015fmaya ba\u015flay\u0131p, i\u015fbirli\u011fi yapabilir hale geldik\u00e7e sosyal becerileri de geli\u015fmeye ba\u015flayacakt\u0131r. Sosyal beceriler, ileti\u015fim, problem \u00e7\u00f6zme, karar verme, kendini y\u00f6netme ve akran ili\u015fkileri gibi di\u011ferleriyle olumlu sosyal ili\u015fkileri ba\u015flatmaya ve s\u00fcrd\u00fcrmeye izin veren becerilerdir. \u00c7ocuklar\u0131n geli\u015fimsel \u00f6zelliklerinin yan\u0131 s\u0131ra sosyal ve k\u00fclt\u00fcrel fakt\u00f6rler de sosyal becerilerinin geli\u015fimi \u00fczerine etkili olabilir (Worden, 2002:7).<\/p>\n

Akran Zorbal\u0131\u011f\u0131n\u0131 \u00d6nlemeye Y\u00f6nelik \u00d6neriler<\/h2>\n
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  • Sosyometri gibi y\u00f6ntemlerle kimlerin bir veya birden fazla arkada\u015f\u0131 var iken kimlerin hi\u00e7 arkada\u015f\u0131 olmad\u0131\u011f\u0131 saptanarak s\u0131n\u0131f\u0131n arkada\u015fl\u0131k a\u011f\u0131 \u00e7\u0131kart\u0131labilir. Ard\u0131ndan bu a\u011fa g\u00f6re \u00e7ocuklar aras\u0131ndaki arkada\u015fl\u0131k ili\u015fkisini peki\u015ftirecek ve arkada\u015f\u0131 olmayanlar\u0131 di\u011ferleriyle kayna\u015ft\u0131racak ortamlar yarat\u0131labilir.<\/li>\n
  • Bo\u015f ve niteliksiz zamanlarda zorbal\u0131\u011f\u0131n ortaya \u00e7\u0131kmas\u0131 daha olas\u0131d\u0131r. Bu nedenle, s\u0131n\u0131flardaki \u00f6\u011frenme merkezlerinde \u00e7ocuklar\u0131n ilgilerini \u00e7ekecek oyun materyalleri bulundurarak ortamlar zenginle\u015ftirilebilir, farkl\u0131 \u00fclkelerde oynanan oyunlar ara\u015ft\u0131r\u0131labilir, oynamaktan zevk ald\u0131klar\u0131 oyunlara farkl\u0131l\u0131klar kat\u0131labilir. B\u00f6ylece, s\u0131n\u0131flarda ya da okul \u00f6ncesi e\u011fitim kurumlar\u0131nda oyun ve oyuncak k\u00fct\u00fcphaneleri olu\u015fturulabilir.<\/li>\n
  • \u00c7ocuklara sald\u0131rganl\u0131\u011f\u0131n ya da zorbal\u0131\u011f\u0131n onaylanmad\u0131\u011f\u0131 i\u00e7eri\u011fe sahip \u00f6yk\u00fc kitaplar okunabilir, drama \u00e7al\u0131\u015fmalar\u0131, kukla g\u00f6sterileri haz\u0131rlanabilir ve burada ge\u00e7en olaylar\u0131n ki\u015fileri nas\u0131l etkiledi\u011fi hakk\u0131nda konu\u015fulabilir.<\/li>\n
  • \u00c7ocuklar\u0131n bireysel farkl\u0131l\u0131klar hat\u0131rlanmal\u0131. \u201cOlumlu davran\u0131\u015flar\u0131 dikkate alma\u201d felsefesi geli\u015ftirilerek olumlu eyler yap\u0131klar\u0131 zaman gecikmeden o davran\u0131\u015f vurgulanarak peki\u015ftirilebilir.<\/li>\n
  • \u00c7ocuklar\u0131n olumlu davran\u0131\u015flar\u0131n\u0131 peki\u015ftirmek amac\u0131yla \u201cAferin\u201d sertifikalar verilebilir, \u201cY\u0131ld\u0131z Tablosu\u201d olu\u015fturulabilir ve \u201cGurur Duydu\u011fum \u00d6zellikler\u201d kitab\u0131 olu\u015fturularak gurur duyulacak olumlu \u00f6zellikleri simgeleyen resimler yap\u0131labilir.<\/li>\n<\/ul>\n

    Akran Zorbal\u0131\u011f\u0131na M\u00fcdahale Etmeye Y\u00f6nelik \u00d6neriler<\/h2>\n
      \n
    • Zorbal\u0131\u011fa do\u011frudan kat\u0131lanlar belirlenmeli ve onlara bu t\u00fcr davran\u0131\u015flar\u0131n ho\u015f olmad\u0131\u011f\u0131 ve onaylanmad\u0131\u011f\u0131 anlat\u0131lmal\u0131d\u0131r ve bu m\u00fcdahale y\u00f6ntemi uygulan\u0131rken sosyal referans kavram\u0131 dikkate al\u0131nmal\u0131d\u0131r.<\/li>\n
    • Kurban veya seyirci, zorbal\u0131\u011f\u0131 anlatmak istedi\u011finde acele etmeden dikkatli dinlenebilir, anlatanlar ve anlat\u0131lanlar kar\u015f\u0131s\u0131nda sakin kalmaya \u00e7al\u0131\u015f\u0131labilir.<\/li>\n<\/ul>\n

      Kaynak\u00e7a<\/h3>\n

      Uysal, H., & Din\u00e7er, \u00c7. (2012). Peer Bullying During Early Childhood. Journal of Theoretical Educational Science, 5(4), 468-483.<\/p>\n

      Yal\u00e7\u0131nta\u015f Sezgin, E. (2018). \u201cOkul\u00f6ncesi \u00d6\u011fretmenlerin Akran Zorbal\u0131\u011f\u0131 \u0130li\u015fkin Alg\u0131 Ve G\u00f6r\u00fc\u015fleri: Zorbal\u0131k Davran\u0131\u015flar\u0131 Tespitleri, Zorbal\u0131k Davran\u0131\u015flar\u0131 Kar\u015f\u0131s\u0131nda Uygulad\u0131klar\u0131 Stratejiler Ve Ald\u0131klar\u0131 \u00d6nlemler\u201d Pamukkale \u00dcniversitesi Sosyal Bilimler Enstit\u00fcs\u00fc Dergisi, say\u0131 33, Denizli, s.85-104.<\/p>\n

      G\u00fcltekin Akduman, G. (2012). Okul \u00d6ncesi D\u00f6nemde Akran Zorbal\u0131\u011f\u0131n\u0131n \u0130ncelenmesi. Toplum Ve Sosyal Hizmet, 23(1), 107-120.<\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

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