Publication: Aile destekli kurum merkezli eğitim alan ve hiç okul öncesi eğitim almayan 3-6 yaş çocukların bilişsel gelişimlerinin karşılaştırılması
Abstract
AİLE DESTEKLİ KURUM MERKEZLİ EĞİTİM ALAN VE HİÇ OKUL ÖNCESİ EĞİTİM ALMAYAN 3–6 YAŞ ÇOCUKLARIN BİLİŞSEL GELİŞİMLERİNİN KARŞILAŞTIRILMASI Bu araştırmanın amacı Aile Destekli Okul Öncesi Eğitim programlarının okul öncesi çocukların gelişimine etkisinin incelenmesidir. Yapılmış olan bu çalışma aile destekli okul öncesi eğitimin bilişsel gelişime etkisini ölçerek, okul öncesi eğitimin yaygınlaştırılması için kullanılabilecek alternatif yöntemleri desteklemek amacı ile planlanmıştır. Araştırma deneme modelli bir çalışmadır.3–6 yaş grubu okul öncesi eğitim almayan, kurumsal eğitim alan ve aile destekli eğitim alan çocukların bilişsel gelişimleri Marmara Gelişim Envanteri ile karşılaştırılmıştır. Okul öncesi eğitim almayan ve kurumsal eğitim alan gruba müdahale edilmemiş aile destekli eğitim alan gruba araştırmacı tarafından birebir çocuklarla ve aile desteği sağlanarak bilişsel eğitim uygulanmış ve bu programın etkililiği araştırılmıştır. Araştırmanın çalışma grubunu; 2005–2007 Eğitim-öğretim yıllarında Gaziantep ili Şehitkamil ilçesinde ikamet eden 3–6 yaş; herhangi bir kurumdan okul öncesi eğitim almayan (56), Milli Eğitim Bakanlığı’na bağlı resmi bir anaokuluna devam eden (58), aile destekli okul öncesi eğitimi alan (59), toplam 173 çocuk oluşturmuştur. İki yıl süren bu araştırma sonucunda elde edilen sonuçlar SPSS 11,0 paket kullanılarak çözümlenmiştir. Araştırma sonucunda Aile Destekli Eğitimin çocukların bilişsel gelişimlerine katkı sağladığı görülmüştür, bu sonuç tüm yaş gruplarında (36–48 ay, 49–60 ay, 61–72 ay) gözlenmiştir. Ayrıca daha önce okul öncesi eğitim almış olmanın, annesi çocuk gelişimi ile ilgili eğitim almış olmanın ve ailenin gelir düzeyinin bilişsel gelişim açısından etkili değişkenler olduğu gözlenmiştir. Bu araştırmada anne-babanın eğitim düzeyinin, mesleğinin, cinsiyetin, kardeş sayısının, çocukların bilişsel gelişimi açısından etkili bir değişken olmadığı bulunmuştur. Sonuç olarak aile destekli eğitim alan çocuklar için uygulanan eğitim programının etkililiğinden söz etmek mümkündür. Anahtar sözcükler: Okul Öncesi Eğitim, Aile Destekli Eğitim, Bilişsel gelişim, Erken çocukluk eğitimi,
“COMPARISON OF COGNITIVE DEVELOPMENT OF CHILDREN FROM AGES 3 TO 6 AND WHO HAVE TAKEN FAMİLY SUPPORTED PRE-SCHOOL EDUCATİON, ORGANIZATION BASED PRE-SCHOOL EDUCATION AND WHO HAVE NOT TAKEN PRE-SCHOOL EDUCATION” The purpose of this study examine the effect of preschool education on the development of the pre-school children. This research is planned to support alternative methods of spreading preschool education by measuring the effect of family supported preschool education on cognitive development. The research is a test based study. The cognitive development of children between ages 3-6 and who have not taken preschool education , who have taken organization preschool education and who have taken family supported preschool education were compaired by Marmara Development Inventory (MGE: Marmara gelişim envanteri) Children who have not taken preschool education and who have taken organization based preschool education were not interfered. Children with family supported preschool education were exposed to a cognitive development program which is researcher applied one-to-one and with supported family and this program effectiveness is measured. The study group is composed of children who lived in Şehitkamil district of Gaziantep between academic years 2005-2007 and between ages 3-6, 56 of children have not taken any preschool education, 58 children have taken preschool education in official kinder garden which are controlled by national education and 59 of the children have taken family supported preschool education. In total 173 children participated in the study. The result of this two years research is analyzed by SPSS 11.0 package programme, the research concludes that family supported preschool education contributes to the cognitive development of children. The conclusion is observed in all age groups (36-48 months, 49-68 months and 61-72 mounts). In addition, having taken preschool education, having a mother who has taken a training on child development and family’s income status are found to be effective variables about the cognitive development. In this research, it is found that the education level of parents , the occupation of parents , gender, number of sibling are not effective variables when cognitive development is considered In conclusion, it is possible to state the effectiveness of the program which is applied to children who have taken family supported preschool education dewing the research. Pre-school Education, Family Supported Education, Cognitive Development, Early Childhood Education
“COMPARISON OF COGNITIVE DEVELOPMENT OF CHILDREN FROM AGES 3 TO 6 AND WHO HAVE TAKEN FAMİLY SUPPORTED PRE-SCHOOL EDUCATİON, ORGANIZATION BASED PRE-SCHOOL EDUCATION AND WHO HAVE NOT TAKEN PRE-SCHOOL EDUCATION” The purpose of this study examine the effect of preschool education on the development of the pre-school children. This research is planned to support alternative methods of spreading preschool education by measuring the effect of family supported preschool education on cognitive development. The research is a test based study. The cognitive development of children between ages 3-6 and who have not taken preschool education , who have taken organization preschool education and who have taken family supported preschool education were compaired by Marmara Development Inventory (MGE: Marmara gelişim envanteri) Children who have not taken preschool education and who have taken organization based preschool education were not interfered. Children with family supported preschool education were exposed to a cognitive development program which is researcher applied one-to-one and with supported family and this program effectiveness is measured. The study group is composed of children who lived in Şehitkamil district of Gaziantep between academic years 2005-2007 and between ages 3-6, 56 of children have not taken any preschool education, 58 children have taken preschool education in official kinder garden which are controlled by national education and 59 of the children have taken family supported preschool education. In total 173 children participated in the study. The result of this two years research is analyzed by SPSS 11.0 package programme, the research concludes that family supported preschool education contributes to the cognitive development of children. The conclusion is observed in all age groups (36-48 months, 49-68 months and 61-72 mounts). In addition, having taken preschool education, having a mother who has taken a training on child development and family’s income status are found to be effective variables about the cognitive development. In this research, it is found that the education level of parents , the occupation of parents , gender, number of sibling are not effective variables when cognitive development is considered In conclusion, it is possible to state the effectiveness of the program which is applied to children who have taken family supported preschool education dewing the research. Pre-school Education, Family Supported Education, Cognitive Development, Early Childhood Education