Abstract:

This study aims to study the postgraduate theses on "problem behavior" in the fields of pre-school education and child development and education between 2000-2020. According to the defined criteria, a total of 64 theses were identified in the National Thesis Center of the Higher Education Institute (YÖK), 56 of which were master’s and 8 of which were doctoral theses. The study was carried out according to the model of state study according to the purpose of the research, the data was collected by the study of the documents, the analysis of the data was used by visual analysis and content analysis. 44 of the sub-graduate theses on problem behavior have been found to be conducted in the pre-school science, 20 in the development and education of children science. 86% of the theses were determined to be conducted in 2010 and subsequent years (n=55). In general, the most individual characteristics of children in the postgraduate theses (social skills, self-regulation, social emotional development, communication, empathy, cognitive skills, self-regulation, etc.) The relationship between the behavior and the problem has been discussed. Also family (parent attitudes, interests disciplinary methods, etc.), teachers (behavioral management, communication, conformity, etc.) Relationships between associate variables and problem behaviors have been tried to be determined. Finally, the impact of 3 different educational programs and game therapy on children’s problem behavior was studied, and it was found that these programs and therapy reduced children’s problem behavior.

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