The aim of this study is to reveal the socialization status of refugee students according to their peer in primary schools. There are many studies on refugee children in the literature. However, the majority of these studies consisted of the educator sample. There has been no study of refugee children at school with their peers, socialization, social exclusion, and the differences of these situations with their children. For this reason, this research topic selected.

Migration is a social, economic, political and culturally oriented population movement. (Levent and Çayak, 2017).In recent years, we witness many immigration incidents due to war, famine and political reasons. And the vast majority of these migrations come from Syria. According to the data of the Directorate General of Migration Management (2018), there are more than 3.5 million Syrian refugees in Turkey.

Refugee is defined as those who have gained the protection of the United Nations, who fear the damage caused by the race, political opinion or political conflicts in the country and who go out of the country (Migration Glossary, 2009). In a more descriptive expression; refugees are not expelled from the country where they live, but they are people seeking help by avoiding difficult conditions (Tatlıcıoğlu & Apak 2018). Initially,  refugees who had fled the difficult conditions in our country consider as "guests”. But then the Syrian citizens are granted the right to remain in Turkey until ending the conflict in their country. Therefore, the rights of refugees such as health, working life, education and social assistance are also recognized. As of 2016, the right to become a Turkish citizen granted to some refugees has paved the way for new developments in many areas in the country.

Refugees encounter many problems in new settlements. Difficulties especially affecting children are not being able to get qualified education, not to agree because of language and not to adapt to school. (Kardeş&Akman, 2018).

In addition, disorders such as traumatic events, stress disorder, anxiety and depression occur in children due to migration (Karaman&Bulut, 2018). At the same time, the negative conditions such as inequality and economic distress which cause an isolated life from the society it is in, cause the child not to continue education and even to work at a very young age (Doğuş&Şimşek, 2018).

Socialization is the teaching and learning of cultural values through contact with society (Yılmaz, 2013). Socialization has an important and different role in child development. Although the relationship of the child with friends is not as long as the family relationship, it provides more opportunities for socialization (Rohrbeck, 2003). The relationship of the child with his/her friends is socialization that affects the relationships that he will create throughout his life (Calp etal, 2018). Bronfenbrenner and Morris stated that interactions in social environment have important role on the personal development. Poor relationships with peers or unrelatedness may lead to loneliness, absenteeism, discrepancy in school and environment, and reduced motivation in school years.

The concept of social exclusion, which is considered as the opposite of socializing or establishing relationships with peers; it can be defined as the opposite of situations such as involvement in a group and social integration (Haan,2000). Expatriated children, especially those who have language and culture differences, have difficulty in adapting to the education system and friendship relations in new settlements. In this regard, both families and educators have some responsibilities (Fazel, Reed, Panther-Brick and Stein,2012). Organizing activities that enable socialization of children within the school, developing peer relations and ensuring participation in programs such as social support and empathy can enable them to efficiently incorporate them into the education system.

The sample of the study consists of 80 third and fourth grade students (40 girls, 40 boys) studying in a primary school in Kocaeli. Participants were selected among the students who study with Syrian migrant children. The research is appropriate to the phenomenological pattern of qualitative research designs. Phenomenology focuses on human experiences that constitute social reality to understand social reality (Saban & Ersoy, 2018).This is also the most appropriate design to investigate the phenomenon that we aware of the facts but do not have an depth understanding.(Yıldırım & Şimşek). In order to collect data in accordance with the research design, they were asked to answer the questions related to children with short stories by using projective technique to get children's opinions indirectly.The phenomenons of the stories created by the researchers has been composed in such a way as to evoke conditions such as forced migration, language and racial differences. The data collection process is planned in two stages. The first stage was carried out indirectly and the second stage was asked to ask questions directly. In the first stage, children were asked about the short stories prepared with projective technique. In the second stage, six children were asked about the refugees in the class. As an example of short stories in the research are as follows: After a large plane tree was cut in a forest, the squirrel family living on the tree began to look for a new nest. And then they decided to live in one of the trees in the neighboring forest. Thus, they gathered and went to the neighboring forest. - How could this family feel when their nest in the tree broke down? - What can happen to this squirrel family in new neighboring woods? -Do you think the squirrels can find friends in the new jungle? Why? - Did you see something like this in your school? Can you tell us briefly? So what did you do? The analysis of the results of the semi-structured interview was assessed with the content analysis method. The purpose of content analysis is to reach the concepts and relations that can explain the collected data (Yıldırım & Şimşek, 2016). In this direction, the answers of the students were coded. Based on these codes, themes that are similar to each other are created. After that, the themes were edited and interpreted.

The focus of the study was on how refugee children from Syria were perceived in the views of Turkish peers. As a result of the findings, children generally gave positive answers to questions about the stories and positive notions about refugees. However, in the semi-structured interview questions, it was noted that they had negative views on refugee children from Syria. The reason why Turkish students don't accept the refugee students is that they have aggressive behavior, not being able to speak a sufficient level of Turkish and not adapting to other students' habits. (The analysis of the research is still ongoing..)

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