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Görme Yetersizliğinden Etkilenmiş Çocuklar İle Gören Çocukların Duygu İfadelerine Verdikleri Tepkilerinin Karşılaştırılması

Year 2021, Volume: 22 Issue: 3, 543 - 567, 01.09.2021
https://doi.org/10.21565/ozelegitimdergisi.669915

Abstract

Giriş: Yüz ifadeleri insanlar arasında duygu alışverişini sağlamaktadır. Bu araştırmada görme yetersizliği olan ve gören çocukların oyun sırasında akranın sergilediği mutlu ve üzgün duygu ifadelerine verdikleri tepkiler karşılaştırılarak incelenmiştir.
Yöntem: Araştırmanın katılımcılarını 4-6 yaş aralığında 20 görme yetersizliği olan çocuk (10 az gören, 10 ağır görme yetersizliğinden etkilenen) ve 20 gören çocuk oluşturmuştur. Araştırma kapsamında, mutlu ve üzgün duygu durum bağlamları oluşturularak akranların mutlu ve üzgün duygu ifadelerini yansıtmaları sağlanmıştır. Akranının sergilediği duygu ifadelerine yönelik görme yetersizliği olan ve gören çocukların verdikleri duygu tepkileri gözlemlenmiştir. Araştırmada, katılımcı çocukların mutlu ve üzgün duygu ifadeleri tepkileri Görmezden Gelme, Fiziksel Yakınlık, Uyumlu Tepki, Dikkati Dağıtma, Tepki Vermeden Dikkatini Yöneltme, Uyumsuz Tepki ve Fiziksel Heyecan Tepkisi kategorilerinde kodlanmıştır.
Bulgular: Araştırmanın bulguları, görme yetersizliği olan çocuklar ile gören çocukların duygu ifadelerine verdikleri tepkiler arasında farklılıklar olduğunu göstermiştir. Bulgular görme yetersizliği olan çocukların duygu durumlarında gören akranlarına oranla daha fazla görmezden gelme davranışları sergilediklerini göstermiştir.
Tartışma: Araştırmada çocukların mutlu ve üzgün duygu ifadelerine verdikleri tepkiler incelenmiştir. Araştırmanın sonuçları tartışılmış, ileri araştırmalara yönelik önerilere yer verilmiştir.

References

  • Ahn, H. J. (2003). Teachers' role in the socialization of emotion in three child care centers (Doctoral dissertation). University Park, PA: The Pennsylvania State University.
  • Ahn, H. J. (2005). Child care teachers’ strategies in children’s socialization of emotion. Early Child Development and Care, 175(1), 49-61.
  • Alimovic, S. (2013). Emotional and behavioural problems in children with visual impairment, intellectual and multiple disabilities. Journal of Intellectual Disability Research, 57(2), 153-160.
  • Berk, L. E. (2002). Infants and children: Prenatal through middle childhood. (4th Ed.), (Chapter Seven). USA: Allyn & Bacon.
  • Cole, M., & Cole, S. R. (2001). The development of children. (4th Ed.), (Chapter Four). New York: Worth Publishers.
  • Crocker, A. D., & Orr, R. R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62(5), 451-462.
  • Culatta, R. A., & Tompkins, J. R. (1999). Fundamentals of special education. What every teacher needs to know. USA: Prentice Hall.
  • DeMorat, M. G. (1998). Emotion socialization in the classroom context: A functionalist analysis (Doctoral dissertation). University of California, Santa Barbara.
  • Denham, S. A., Bassett, H. H., & Wyatt, T. (2007). The socialization of emotional competence. In J. E. Grusec, & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 614-637). New York: Guilford Press.
  • Eisenberg, N., & Fabes, R. A. (1990). Empathy: Conceptualization, measurement, and relation to prosocial behavior. Motivation and Emotion, 14(2), 131-149.
  • Ekman, P., & Friesen, W. V. (2003). Unmasking the face: A guide to recognizing emotions from facial expressions. USA: Malor Books.
  • Field, T. M., Woodson, R., Greenberg, R., & Cohen, D. (1982). Discrimination and imitation of facial expression by neonates. Science, 218(4568), 179-181.
  • Galati, D., Miceli, R., & Sini, B. (2001). Judging and coding facial expression of emotions in congenitally blind children. International Journal of Behavioral Development, 25(3), 268-278.
  • Galati, D., Sini, B., Schmidt, S., & Tinti, C. (2003). Spontaneous facial expressions in congenitally blind and sighted children aged 8–11. Journal of Visual Impairment & Blindness, 97(7), 418-428.
  • Hall, E., Lamb, M., & Perlmutter, M. (1986). Child psychology today. (2nd Ed.), (Chapter Twelve). New York: Random House.
  • Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: An introduction to special education. (10th Ed.), (Chapter Eleven). USA: Allyn & Bacon.
  • Howard, V. F., Williams, B. F., & Lepper, C. (2005). Very young children with special needs: A formative approach for today’s children. (3rd Ed.), (Chapter Four). USA: Pearson Prentice Hall.
  • Hyson, M. (2004). The emotional development of young children: Building an emotion-centered curriculum. (2nd Ed.), (Chapter Three). New York: Teachers College Press.
  • İftar-Tekin, E., & İftar-Kırcaali, G. (2006). Özel eğitimde yanlışsız öğretim yöntemleri. (3. Baskı). Ankara: Nobel.
  • Johnson, W. F., Emde, R. N., Pannabecker, B. J., Stenberg, C. R., & Davis, M. H. (1982). Maternal perception of infant emotion from birth through 18 months. Infant Behavior and Development, 5(2-4), 313-322.
  • Joireman, J. A., Needham, T. L., & Cummings, A. L. (2002). Relationships between dimensions of attachment and empathy. North American Journal of Psychology, 3(3), 63-80.
  • Junn, E. N., & Boyatzis, C. J. (2009). Annual Editions: Child growth and development. (6th Ed.). USA: McGraw-Hill/Dushkin.
  • Keltner, D., & Haidt, J. (1999). Social functions of emotions at four levels of analysis. Cognition & Emotion, 13(5), 505-521.
  • Lang, M., Hintermair, M., & Sarimski, K. (2017). Social-emotional competences in very young visually impaired children. British Journal of Visual Impairment, 35(1), 29-43.
  • Lewis, M. (2008). Self- conscious emotions: Embarrassment, pride, shame and guilt In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (pp. 742-756). New York: The Guilford Press.
  • Lewis, V. (1993). Development and handicap. USA: B: Blackwell.
  • Lieber, J., & Umansky, W. (2004). Social and emotional development. In S. R. Hooper, & W. Umansky (Eds.), Young children with special needs (pp. 410-446). USA: Pearson Prentice Hall.
  • Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198(4312), 75-78.
  • Meltzoff, A. N., & Moore, M. K. (1983). Newborn infants imitate adult facial gestures. Child Development, 702-709.
  • Özdemir, S. (2013). Sosyal becerilerin ve sosyal uyumun desteklenmesi. İ. H. Diken (Ed.), İlköğretimde kaynaştırma içinde (s. 291-324). Ankara: Pegem Akademi.
  • Özer, G. (2016). Empati eğitim programının anaokulu çocuklarının empatik ve prososyal becerilerine etkisinin incelenmesi (Doktora Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Özkubat, U., & Özdemir, S. (2012). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların sosyal becerilerinin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(1), 1-14.
  • Papalia, D. E., Olds, S. W., & Feldman, R. D. (2006). A child’s world: Infancy through adolescence. (10th Ed.), (Chapter Eight). USA: Mc Graw Hill.
  • Peleg, G., Katzir, G., Peleg, O., Kamara, M., Brodsky, L., Hel-Or, H., Keren, D., & Nevo, E. (2009). Facial expressions in various emotional states in congenitally blind and sighted subjects. Israel Journal of Ecology & Evolution, 55(1), 11-30.
  • Pinquart, M., & Pfeiffer, J. P. (2012). Psychological adjustment in adolescents with vision impairment. International Journal of Disability Development and Education, 59(2), 145-155.
  • Reeve, J. (2005). Understanding motivation and emotion. (4th Ed.), (Chapter Eleven). USA: John Wiley & Sons.
  • Saarni, C. (2008). The interface of emotional development with social context. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (pp. 332-347). New York: The Guilford Press.
  • Santrock, J. W. (2004). Child development. (10th Ed.), (Chapter Eleven). USA: Mc Graw Hill.
  • Savaşır, I., Sezgin, N., & Erol, N. (1995). Ankara Gelişim Tarama Envanteri El Kitabı. Ankara: Ankara Üniversitesi Tıp Fakültesi.
  • Schmid, P. F. (2001). Comprehension: The art of not knowing. Dialogical and ethical perspectives on empathy as dialogue in personal and person-centred relationships. Empathy, 53-71.
  • Smith, D. D. (2001). Introduction to special education: Teaching in an age of opportunity. (4th Ed.), (Chapter Eleven). USA: Allyn & Bacon.
  • Snow, C. W., & McGaha, C. G. (2003). Infant development. (3rd Ed.), (Chapter Twelve). USA: Prentice Hall.
  • Snowden, R., Thompson, P., & Troscianko, T. (2006). Basic vision: An introduction to visual perception. (Chapter Ten). USA: Oxford University Press.
  • Stanton-Chapman, T. L., & Raver, S. A. (2009). Promoting social and emotional development. In S. A. Raver (Ed.), Early childhood special education-0 to 8 years: Strategies for positive outcomes (pp. 199-222). USA: Merrill Pearson.
  • Şen, G. (2015). Görme yetersizliğinden etkilenen çocuklar ile olağan gelişim gösteren çocukların Zihin Kuramı becerileri ve sosyal becerileri arasındaki ilişkinin karşılaştırılması (Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Tröster, H., & Brambring, M. (1992). Early social‐emotional development in blind infants. Child: Care, Health and Development, 18(4), 207-227.
  • Wall, K. (2006). Special needs and early years. (2nd Ed.). London: Paul Chapman Publishing.
  • Wittmer, D. S., & Petersen, S. H. (2006). Infant and toddler development and responsive program planning: A relationship-based approach. (Chapter Five). USA: Pearson Prentice Hall.
  • Wolffe, K. E. (2000). Adults with low vision: Personal, social and ındependent living needs. In A. L. Corn, & A. J. Koenig (Eds.), Foundations of low vision: Clinical and functional perspectives (pp. 322-339). USA: AFB Press.
  • Young-Browne, G., Rosenfeld, H. M., & Horowitz, F. D. (1977). Infant discrimination of facial expressions. Child Development, 48(2), 555-562.

A Comparison of the Reactions to Emotional Expressions of Children with Visual Impairments and Sighted Children

Year 2021, Volume: 22 Issue: 3, 543 - 567, 01.09.2021
https://doi.org/10.21565/ozelegitimdergisi.669915

Abstract

Introduction: Facial expressions provide emotional exchange among people. In this study, children’s reactions to happy and sad emotional expressions were examined during play time.
Method: The total study sample was 20 children with visual impairments (10 children with severe visual impairments, 10 children with low vision) and 20 sighted children who were between the age of 4 and 6 years. Happy and sad emotional states were reflected by peer partners during play interactions. Children with visual impairments and sighted children’s reactions to peer’s emotional states were observed. Coding scheme included seven categories; ignorance, physical comforting, positive response, distraction, directing attention without reacting, negative response, and physical excitement response.
Findings: Findings of the study showed that there was a difference between the emotional expression reactions of children with visual impairments and sighted children. Results indicated that children with visual impairments displayed more ignorance behaviors than sighted children.
Discussion: Children’s reactions to happy and sad emotional expressions were examined in this study. The findings of the study were discussed and suggestions for future studies were provided

References

  • Ahn, H. J. (2003). Teachers' role in the socialization of emotion in three child care centers (Doctoral dissertation). University Park, PA: The Pennsylvania State University.
  • Ahn, H. J. (2005). Child care teachers’ strategies in children’s socialization of emotion. Early Child Development and Care, 175(1), 49-61.
  • Alimovic, S. (2013). Emotional and behavioural problems in children with visual impairment, intellectual and multiple disabilities. Journal of Intellectual Disability Research, 57(2), 153-160.
  • Berk, L. E. (2002). Infants and children: Prenatal through middle childhood. (4th Ed.), (Chapter Seven). USA: Allyn & Bacon.
  • Cole, M., & Cole, S. R. (2001). The development of children. (4th Ed.), (Chapter Four). New York: Worth Publishers.
  • Crocker, A. D., & Orr, R. R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62(5), 451-462.
  • Culatta, R. A., & Tompkins, J. R. (1999). Fundamentals of special education. What every teacher needs to know. USA: Prentice Hall.
  • DeMorat, M. G. (1998). Emotion socialization in the classroom context: A functionalist analysis (Doctoral dissertation). University of California, Santa Barbara.
  • Denham, S. A., Bassett, H. H., & Wyatt, T. (2007). The socialization of emotional competence. In J. E. Grusec, & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 614-637). New York: Guilford Press.
  • Eisenberg, N., & Fabes, R. A. (1990). Empathy: Conceptualization, measurement, and relation to prosocial behavior. Motivation and Emotion, 14(2), 131-149.
  • Ekman, P., & Friesen, W. V. (2003). Unmasking the face: A guide to recognizing emotions from facial expressions. USA: Malor Books.
  • Field, T. M., Woodson, R., Greenberg, R., & Cohen, D. (1982). Discrimination and imitation of facial expression by neonates. Science, 218(4568), 179-181.
  • Galati, D., Miceli, R., & Sini, B. (2001). Judging and coding facial expression of emotions in congenitally blind children. International Journal of Behavioral Development, 25(3), 268-278.
  • Galati, D., Sini, B., Schmidt, S., & Tinti, C. (2003). Spontaneous facial expressions in congenitally blind and sighted children aged 8–11. Journal of Visual Impairment & Blindness, 97(7), 418-428.
  • Hall, E., Lamb, M., & Perlmutter, M. (1986). Child psychology today. (2nd Ed.), (Chapter Twelve). New York: Random House.
  • Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: An introduction to special education. (10th Ed.), (Chapter Eleven). USA: Allyn & Bacon.
  • Howard, V. F., Williams, B. F., & Lepper, C. (2005). Very young children with special needs: A formative approach for today’s children. (3rd Ed.), (Chapter Four). USA: Pearson Prentice Hall.
  • Hyson, M. (2004). The emotional development of young children: Building an emotion-centered curriculum. (2nd Ed.), (Chapter Three). New York: Teachers College Press.
  • İftar-Tekin, E., & İftar-Kırcaali, G. (2006). Özel eğitimde yanlışsız öğretim yöntemleri. (3. Baskı). Ankara: Nobel.
  • Johnson, W. F., Emde, R. N., Pannabecker, B. J., Stenberg, C. R., & Davis, M. H. (1982). Maternal perception of infant emotion from birth through 18 months. Infant Behavior and Development, 5(2-4), 313-322.
  • Joireman, J. A., Needham, T. L., & Cummings, A. L. (2002). Relationships between dimensions of attachment and empathy. North American Journal of Psychology, 3(3), 63-80.
  • Junn, E. N., & Boyatzis, C. J. (2009). Annual Editions: Child growth and development. (6th Ed.). USA: McGraw-Hill/Dushkin.
  • Keltner, D., & Haidt, J. (1999). Social functions of emotions at four levels of analysis. Cognition & Emotion, 13(5), 505-521.
  • Lang, M., Hintermair, M., & Sarimski, K. (2017). Social-emotional competences in very young visually impaired children. British Journal of Visual Impairment, 35(1), 29-43.
  • Lewis, M. (2008). Self- conscious emotions: Embarrassment, pride, shame and guilt In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (pp. 742-756). New York: The Guilford Press.
  • Lewis, V. (1993). Development and handicap. USA: B: Blackwell.
  • Lieber, J., & Umansky, W. (2004). Social and emotional development. In S. R. Hooper, & W. Umansky (Eds.), Young children with special needs (pp. 410-446). USA: Pearson Prentice Hall.
  • Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198(4312), 75-78.
  • Meltzoff, A. N., & Moore, M. K. (1983). Newborn infants imitate adult facial gestures. Child Development, 702-709.
  • Özdemir, S. (2013). Sosyal becerilerin ve sosyal uyumun desteklenmesi. İ. H. Diken (Ed.), İlköğretimde kaynaştırma içinde (s. 291-324). Ankara: Pegem Akademi.
  • Özer, G. (2016). Empati eğitim programının anaokulu çocuklarının empatik ve prososyal becerilerine etkisinin incelenmesi (Doktora Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Özkubat, U., & Özdemir, S. (2012). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların sosyal becerilerinin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(1), 1-14.
  • Papalia, D. E., Olds, S. W., & Feldman, R. D. (2006). A child’s world: Infancy through adolescence. (10th Ed.), (Chapter Eight). USA: Mc Graw Hill.
  • Peleg, G., Katzir, G., Peleg, O., Kamara, M., Brodsky, L., Hel-Or, H., Keren, D., & Nevo, E. (2009). Facial expressions in various emotional states in congenitally blind and sighted subjects. Israel Journal of Ecology & Evolution, 55(1), 11-30.
  • Pinquart, M., & Pfeiffer, J. P. (2012). Psychological adjustment in adolescents with vision impairment. International Journal of Disability Development and Education, 59(2), 145-155.
  • Reeve, J. (2005). Understanding motivation and emotion. (4th Ed.), (Chapter Eleven). USA: John Wiley & Sons.
  • Saarni, C. (2008). The interface of emotional development with social context. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (pp. 332-347). New York: The Guilford Press.
  • Santrock, J. W. (2004). Child development. (10th Ed.), (Chapter Eleven). USA: Mc Graw Hill.
  • Savaşır, I., Sezgin, N., & Erol, N. (1995). Ankara Gelişim Tarama Envanteri El Kitabı. Ankara: Ankara Üniversitesi Tıp Fakültesi.
  • Schmid, P. F. (2001). Comprehension: The art of not knowing. Dialogical and ethical perspectives on empathy as dialogue in personal and person-centred relationships. Empathy, 53-71.
  • Smith, D. D. (2001). Introduction to special education: Teaching in an age of opportunity. (4th Ed.), (Chapter Eleven). USA: Allyn & Bacon.
  • Snow, C. W., & McGaha, C. G. (2003). Infant development. (3rd Ed.), (Chapter Twelve). USA: Prentice Hall.
  • Snowden, R., Thompson, P., & Troscianko, T. (2006). Basic vision: An introduction to visual perception. (Chapter Ten). USA: Oxford University Press.
  • Stanton-Chapman, T. L., & Raver, S. A. (2009). Promoting social and emotional development. In S. A. Raver (Ed.), Early childhood special education-0 to 8 years: Strategies for positive outcomes (pp. 199-222). USA: Merrill Pearson.
  • Şen, G. (2015). Görme yetersizliğinden etkilenen çocuklar ile olağan gelişim gösteren çocukların Zihin Kuramı becerileri ve sosyal becerileri arasındaki ilişkinin karşılaştırılması (Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Tröster, H., & Brambring, M. (1992). Early social‐emotional development in blind infants. Child: Care, Health and Development, 18(4), 207-227.
  • Wall, K. (2006). Special needs and early years. (2nd Ed.). London: Paul Chapman Publishing.
  • Wittmer, D. S., & Petersen, S. H. (2006). Infant and toddler development and responsive program planning: A relationship-based approach. (Chapter Five). USA: Pearson Prentice Hall.
  • Wolffe, K. E. (2000). Adults with low vision: Personal, social and ındependent living needs. In A. L. Corn, & A. J. Koenig (Eds.), Foundations of low vision: Clinical and functional perspectives (pp. 322-339). USA: AFB Press.
  • Young-Browne, G., Rosenfeld, H. M., & Horowitz, F. D. (1977). Infant discrimination of facial expressions. Child Development, 48(2), 555-562.
There are 50 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Hale Çotuk 0000-0003-4639-9216

Selda Özdemir 0000-0001-9205-5946

Publication Date September 1, 2021
Published in Issue Year 2021 Volume: 22 Issue: 3

Cite

APA Çotuk, H., & Özdemir, S. (2021). Görme Yetersizliğinden Etkilenmiş Çocuklar İle Gören Çocukların Duygu İfadelerine Verdikleri Tepkilerinin Karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(3), 543-567. https://doi.org/10.21565/ozelegitimdergisi.669915

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