Özet:

The aim of this study is to study pre-school teachers' behavior of interaction with children with and without developmental disabilities. The study found that the frequency of interactive behaviors of teachers and the frequency of interactive behaviors differed or not according to the developmental failure. The study was attended by 14 pre-school teachers and 32 children with and without developmental disabilities located in the independent kindergartens and maternities connected to the Ministry of National Education in the Altındağ and Çubuk district of Ankara. Research is an imaginary study in which the quantum research pattern is used. The observation technique is used to collect research data. The data on teachers' interactive behavior was obtained by researchers with the "Teacher's Interactive Behavior Observation Form" and "Teacher and Student Information Form" developed. The study found no significant differences in the general interaction behavior of teachers with children with and non-development disabilities, but a significant difference was found in some subdimensions of these behaviors (presentation of oral or non-verbal encouragement to the child, physical interaction with the child, helping the child when it is needed and redirecting the child to the activity) according to the status of developmental disabilities. Teachers have shown more frequent interaction behaviors with children with developmental disabilities.

Anahtar Kelimeler: