An Evaluation of the Peer Relationships of Second Grade Students with Different Sociometric Statuses

In this study, the peer relationships of second-grade primary school students with different sociometric statuses were examined, and children’s drawings were used as a means of expression. For this purpose, the sociometric status of the students was determined, the pictures they drew were grouped according to gender and sociometric status variables, and how peer relationships were reflected in the pictures was examined. The research was conducted using a qualitative research method and phenomenological design. In determining the participants, the sociometry technique was applied to a total of 329 students studying in the second grade in primary schools in Tekirdağ province, and a total of 20 students, 10 with high and 10 with low sociometric status, were included in the study, taking into account equal gender distribution. Participants’ families and teachers were interviewed, and anamnesis questions were answered to obtain detailed information about the students’ peer relationships and development. Finally, students were asked to draw themselves while spending time with their friends and describe this drawing. Document analysis and descriptive analysis were used to analyze the data. As a result of the research, it was determined that children with different sociometric statuses have different personality characteristics and social experiences, and they reflect these characteristics in their drawings. It has been determined that there are gender-based differences in the pictures. Drawing has been shown to increase children’s expressive power and help them share more information about their peer relationship experiences. As a result, it has been revealed that children’s drawings are an important means of expression for children when used together with other individual recognition techniques.Cite this article as: Helvacı, S., & Köseoğlu, S. A. (2025). An evaluation of the peer relationships of second grade students with different sociometric statuses. HAYEF: Journal of Education, 22, 0018, doi: 10.5152/hayef.2024.24018.