Publication: Müzik eğitiminin okul öncesi çocuklarının sosyal değerler ve sosyal becerilerine etkisi
Abstract
Bu araştırma müzik eğitiminin okul öncesi çocuklarının sosyal değerler ve sosyal beceriler kazanımına olan etkisini ortaya koymayı amaçlamaktadır. Bu amaçla sosyal değerleri konu alan çocuk şarkıları bestelenmiş ve müzik etkinlikleri planlanmıştır. Araştırmanın yöntemi öntest-sontest kontrol gruplu yarı deneysel yöntemdir. Uygulama süreci, ilk ve son haftalar öntest ve sontest olmak üzere 12 haftadır. Ayrıca uygulama sürecinin bitiminden 3 hafta sonra deney grubuna kalıcılık testi uygulanmıştır. Araştırmanın çalışma grubunu (n=26), 2018-2019 eğitim-öğretim yılında Kartal Hesna Gündeş İlkokulu’nda okuyan 13’ü deney grubu, 13’ü kontrol grubu olmak üzere toplam 26 anasınıfı öğrencisi oluşturmaktadır. Deney grubu, okul öncesi eğitiminin yanında araştırmacı tarafından 10 hafta boyunca, haftada 2 kez 30’ar dakika müzik eğitimine tabi tutulmuştur. Kontrol grubu ise yalnızca okul öncesi eğitimine devam etmiştir. Araştırmanın veri toplama araçları, ‘‘Okul Öncesi Sosyal Değerler Ölçeği’’ ve ‘’Sosyal Becerileri Değerlendirme Ölçeği (4-6 yaş)’’dir. Verilerin çözümlenmesinde deney ve kontrol gruplarının öntest bakımından eş olup olmadığını belirlemede ve deney sonrası geldikleri son seviyelerin tespit edilmesinde Mann Whitney U Testi kullanılmıştır. Deney ve kontrol gruplarının öntest ve sontestlerinden elde edilen veriler de Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Elde edilen sonuçlara göre deney grubunun ‘‘Sevgi-Hoşgörü’’, ‘‘Saygı’’, ‘‘Sorumluluk’’, ‘‘İş Birliği-Yardımlaşma’’, ‘‘Nezaket’’ alt boyutları ve genel toplam sontest puanlarının öntest puanlarından olumlu olduğu tespit edilmiştir. Ayrıca deney grubunun sosyal değerler sontest puanları kontrol grubunun sontest puanlarından daha olumlu bulunmuştur. Kalıcılık testi sonuçları müzik eğitiminin sosyal değerler üzerinde kalıcı bir etkiye sahip olduğunu göstermektedir. Araştırmanın diğer sonuçlarına göre deney grubunun sosyal beceriler öntest-sontest puanları incelendiğinde müzik eğitiminin bazı sosyal becerileri etkilemediği fakat sosyal becerilerin çoğunluğuna olumlu yönde etki ettiği saptanmıştır. Deney ve kontrol grubu öğrencilerinin sosyal beceriler sontestleri karşılaştırıldığında sosyal becerilerin neredeyse tüm alt boyutlarında deney grubu lehine anlamlı bir farklılık bulunmuştur. Kalıcılık testi sonuçlarına bakıldığında ise müzik eğitiminin sosyal beceriler genel toplam puanları üzerinde kalıcı bir etkisinin olmadığı görülmüştür. Araştırmanın sonuçları doğrultusunda araştırmacı ve uygulayıcılara sosyal değerler ve sosyal beceriler kazanımında müzik eğitiminden daha etkin bir şekilde yararlanılmasına yönelik çeşitli önerilerde bulunulmuştur.
ABSTRACTThis study aims to reveal the effect of music education on the acquisition of social values and social skills of preschool children. For this purpose, children's songs about social values were composed and musical activities were planned. The method of the research is a pretest-posttest control group quasi-experimental method. The application process is 12 weeks, including the first and last weeks pre-test and post-test. In addition, follow-up test was applied to the experimental group 3 weeks after the end of the study.The study group of the research (n = 26) consists of kindergarten students studying at Kartal Hesna Gündeş Primary School in the 2018-2019 academic year. 13 students constitute the experimental group and 13 students constitute the control group. In addition to pre-school education, the experimental group was subjected to 30 minutes of music education by the researcher for 10 weeks, twice a week. The control group continued only preschool education.The data collection tools of the research are Preschool Social Values Scale and Social Skills Evaluation Scale (4-6 years old). In analyzing the data, the Mann Whitney U Test was used to determine whether the experimental and control groups were equal in terms of pre-test and to determine their final levels after the experiment. The data obtained from the pretest and posttests of the experimental and control groups were also analyzed with the Wilcoxon Test.According to the results, it was determined that the sub-dimensions of love-tolerance, respect, responsibility, cooperation-cooperation, courtesy and general total posttest scores of the experimental group were positive from the pretest scores. In addition, the social values posttest scores of the experimental group were found to be more positive than the posttest scores of the control group. Follow-up test results show that music education has a permanent effect on social values. According to the other results of the study, when the social skills pre-test and post-test scores of the experimental group were examined, it was found that music education did not affect some social skills, but had a positive effect on the majority of social skills. When the social skills posttests of the experimental and control group students were compared, a significant difference was found in favor of the experimental group in almost all sub-dimensions of social skills. Considering the follow-up test results, it is seen that music education does not have a permanent effect on the general total scores of social skills. In line with the results of the research, various suggestions were made to researchers and practitioners to benefit from music education more effectively in acquiring social values and social skills.
ABSTRACTThis study aims to reveal the effect of music education on the acquisition of social values and social skills of preschool children. For this purpose, children's songs about social values were composed and musical activities were planned. The method of the research is a pretest-posttest control group quasi-experimental method. The application process is 12 weeks, including the first and last weeks pre-test and post-test. In addition, follow-up test was applied to the experimental group 3 weeks after the end of the study.The study group of the research (n = 26) consists of kindergarten students studying at Kartal Hesna Gündeş Primary School in the 2018-2019 academic year. 13 students constitute the experimental group and 13 students constitute the control group. In addition to pre-school education, the experimental group was subjected to 30 minutes of music education by the researcher for 10 weeks, twice a week. The control group continued only preschool education.The data collection tools of the research are Preschool Social Values Scale and Social Skills Evaluation Scale (4-6 years old). In analyzing the data, the Mann Whitney U Test was used to determine whether the experimental and control groups were equal in terms of pre-test and to determine their final levels after the experiment. The data obtained from the pretest and posttests of the experimental and control groups were also analyzed with the Wilcoxon Test.According to the results, it was determined that the sub-dimensions of love-tolerance, respect, responsibility, cooperation-cooperation, courtesy and general total posttest scores of the experimental group were positive from the pretest scores. In addition, the social values posttest scores of the experimental group were found to be more positive than the posttest scores of the control group. Follow-up test results show that music education has a permanent effect on social values. According to the other results of the study, when the social skills pre-test and post-test scores of the experimental group were examined, it was found that music education did not affect some social skills, but had a positive effect on the majority of social skills. When the social skills posttests of the experimental and control group students were compared, a significant difference was found in favor of the experimental group in almost all sub-dimensions of social skills. Considering the follow-up test results, it is seen that music education does not have a permanent effect on the general total scores of social skills. In line with the results of the research, various suggestions were made to researchers and practitioners to benefit from music education more effectively in acquiring social values and social skills.