Abstract:

This study investigated relationships between social skill, peer relation, school adjustment levels and sibling relations of 5-6 year-old children. The sample group of the study consisted of 70 children in the age group of 5-6 years, who attended at preschool education in the city center of Denizli. According to results of the study, there was a significant difference between social skill levels and their status of sibling. There was a significant difference between their status of sibling and aggressiveness, exclusion, asocial behavior, hyperactivity and peer victimization, which are variables based on peer relations. However, there was no significant difference between their status of sibling and prosocial and anxious-fearful behaviors. Difference between their status of sibling and school avoidance, school liking, self-directiveness and general school adjustment, which are variables based on school adjustment levels, was significant. On the other hand, there was no significant difference between their status of sibling and cooperative participation. No significant difference between number of siblings and social skill levels was determined. There was a significant difference between number of siblings and aggressiveness, and asocial behavior, which are variables of peer relations. No significant difference was observed between variables of prosocial behavior, exclusion, anxious-fearful, hyperactivity and peer victimization and number of siblings. There was a significant difference between number of siblings and cooperative participation, school liking and general school adjustment, which are variables of school adjustment. No significant difference between number of siblings and school avoidance and self-directiveness was found. There was a significant difference between gender of sibling and social skill levels. A significant difference was observed between gender of sibling and aggressiveness, hyperactivity and peer victimization. There was no significant difference between gender of sibling and variables of prosocial behavior, exclusion, anxious-fearful, and asocial behavior. A significant difference was determined between self-directiveness, which is one of variables of school adjustment level, and gender of sibling. No significant difference was observed between gender of sibling and cooperative participation, school avoidance, school liking and general school adjustment variables.

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