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The study was conducted with 19 five-year-old children attending a private preschool in Istanbul, using a descriptive design drawing on sociometric assessment |\n| Revised:\u003Cbr>20 January 2026 | and five weeks of naturalistic observation. The findings indicate that children with average social status are the most frequent complaint makers and also among the |\n| Accepted:\u003Cbr>17 February 2026 | groups most frequently complained about, whereas children rejected by their peers are the most frequent recipients of complaints. Children with popular status were also observed to make complaints but not to receive complaints. In addition, girls were |\n| Published: | found to make complaints more frequently, while boys were more likely to receive |\n| 7 March 2026 | complaints. A negative, statistically significant relationship was found between the frequency of making complaints and the frequency of receiving complaints. Overall, complaint behaviours appear to play both protective and exclusionary roles in peer |\n|  |  |\n| Keywords | relationships. In this regard, it is recommended that teachers treat these behaviours asa pedagogical opportunity and develop strategies to support children’s problem- |\n| Complaint Peer relations\u003Cbr>Social status Preschool | solving skills. |\n| Young children |  |\n| Citation: Gülay Ogelman, H., Göktaş, İ . & Koçak, Z. B. (2026) . An examination of complaint behaviours in the context of social status and gender in preschool education. International Journal on Social and Education Sciences (IJonSES), 8(2), 222-238. [https://doi.org/10.46328/ijonses.6216](https://doi.org/10.46328/ijonses.6216) |  |\n\nISSN: 2688-7061 / © International Journal on Social and Education Sciences (IJonSES) . This is an open access article under the CC BY-NC-SA license  \n([http://creativecommons.org/licenses/by-nc-sa/4.0/](http://creativecommons.org/licenses/by-nc-sa/4.0/)).  \nIntroduction  \nThe early childhood period has a crucial place in human life due to its short- and long-term effects (Essa & Burnham, 2019; Yogman et al., 2021) . The period from birth to age eight represents a time of rapid brain development for children, as well as vital opportunities for education. When children are healthy and safe and experience a high-quality learning process at an early age, they can reach their full developmental potential as adults and participate effectively in economic and social life (UNESCO, 2023). There is rapid progress across all developmental domains in early childhood, as in other periods of development (Likhar, Baghel & Patil, 2022) . Social-emotional development, one of the developmental areas in the first years of life, is defined as the entirety of young children's skills in establishing close and secure relationships with adults and peers, experiencing, regulating, and expressing emotions in socially and culturally appropriate ways, and exploring and learning about the environment based on family, society, and culture (Yates et al., 2008) . One of the prominent concepts in the social-emotional development process during early childhood is peer relationships. Peer relationships embody a va","cbCailjrMEJKAIps","https://ap.wps.com/l/cbCailjrMEJKAIps","pdf",354691,17,"English","# Introduction\n## Social-emotional development and peer relationships\n## Social status in preschool settings\n## Complaint behaviours and gender differences\n## Purpose of the study\n# Methods\n## Participants\n## Design and instruments\n# Results\n## Complaint making by social status\n## Complaint receiving by social status\n## Gender effects and complaint correlations\n# Discussion","[{\"question\":\"How do complaint behaviours differ by children’s social status in preschool?\",\"answer\":\"Average-status children make complaints most frequently, while rejected peers receive complaints most frequently. Popular-status children were also observed to make complaints but were not the main recipients.\"},{\"question\":\"What gender differences were found in complaint behaviours?\",\"answer\":\"Girls made complaints more frequently, whereas boys were more likely to receive complaints. The study also reports a negative statistically significant relationship between making and receiving complaints.\"},{\"question\":\"What methods were used to study complaint behaviours?\",\"answer\":\"The study used a descriptive design with sociometric assessment and five weeks of naturalistic observation in a private preschool setting in Istanbul.\"}]","An Examination of Complaint Behaviours in the Context of Social Status and Gender in Preschool Education | PDF",1792034837,43]