AN INVESTIGATION OF THE RELATIONSHIP BETWEEN 48-60 MONTHS OLD PRESCHOOL CHILDREN’S TEACHER-CHILD RELATIONS AND SOCIAL ADJUSTMENT TO THE SCHOOL

The purpose of this study İs to investigate the relationship between the 48-60 month old children's teacher-child relationship and social adjustment to the school. The universe of the study is composed of 48-60 months old children and their teachers in the nursery classes of primary schools in Doğubayazıt district of Ağrı, Turkey in 2014-2015 academic year. At least 264 subjects were identified from the universe through simple random selection method and 272 children were contacted. The children were attending preschool education in 35 different classes. The sample of the study is composed of 35 teachers and 272 children in their classes. The data was collected through “Child Background Information Questionnaire”, “Teacher-Child Relationships Scale”, and “School-Social Behavior Scale”. In terms of sub-dimension scores of school-social behavior scale a statistically significant difference was observed in genders of children, ability to use Turkish, and parents' education level. Moreover, in terms of negative behaviors in school sub-dimension and genders of children, a statistically significant difference was found. Additionally, it has been observed that as the teacher-child relations scale scores increased the level of social adjustment to school also increased while the negative behaviors in school decreased.