Publication: PDR hizmetleri açısından 48-72 aylık çocukların öz düzenleme becerilerinin High/ Scope ve MEB programı açısından karşılaştırılması
Abstract
Bu araştırmanın amacı, çocukların öz düzenleme becerilerinin okul öncesi eğitimprogramına göre farklılık gösterip göstermediğini incelemektir. Araştırmada aşağıdakisorulara cevap aranmıştır:1. İstanbul ili Avrupa yakasında okul öncesi kurumlarda eğitime devam eden 48-72aylık çocukların öz düzenleme becerileri (düzenleme ve kontrol becerileri),High/ Scope eğitim MEB okul öncesi eğitim programında eğitim alıpalmamalarına göre farklılaşmakta mıdır?2. Düzenleme becerileri, demografik özelliklere (cinsiyet, sosyoekonomik düzey, yaş,okul türü, kardeş sayısı, doğum sırası, anne-baba yaşı ve anne-baba öğrenimdurumu) göre farklılık göstermekte midir?3. Kontrol becerileri, demografik özelliklere (cinsiyet, sosyoekonomik düzey, yaş,okul türü, kardeş sayısı, doğum sırası, anne-baba yaşı ve anne-baba öğrenimdurumu) göre farklılık göstermekte midir?High/ Scope Okul Öncesi Eğitim MEB Okul Öncesi Eğitim Programına devameden özel ve devlet okullarındaki çocuklarla çalışılmıştır. Araştırmanın verileri, 2018-2019eğitim-öğretim yılında İstanbul ili Avrupa yakasında bulunan üç ilçede toplam 7 okulöncesi eğitim kurumuna devam eden 48-72 aylık 198 çocuk ve bu çocuklarınöğretmenlerinden elde edilmiştir. Çocukların öz düzenleme becerilerine ait veriler,öğretmenlerin gözlemlerinden yola çıkılarak toplanmıştır. Çocukların öz düzenlemebecerilerinin belirlenmesinde “Öz Düzenleme Becerileri Ölçeği” kullanılmıştır. Çocuklarve ailelerine ilişkin demografik bilgiler, araştırmacı tarafından hazırlanan kişisel bilgiformu aracılığıyla elde edilmiştir. Araştırmada çocukların öz düzenleme becerilerinin okulöncesi program türüne göre bir farklılık gösterip göstermediği SPSS Statistics 20programında çözümlenerek Mann Whitney-U Testi ve Kruskal Wallis-H Testi ile analizedilmiştir. Analizler sonucunda, öz düzenleme becerilerinin okul öncesi eğitim programıtürüne göre farklılaşmadığı; ancak yaşla birlikte çocukların öz düzenleme düzeylerininarttığı; ayrıca öz düzenleme becerilerinde cinsiyet, babanın öğrenim durumu, babanın yaşı,vailenin gelir durumu, kardeş sayısı gibi değişkenlere göre anlamlı farklılaşmalar olduğutespit edilmiştir. Annenin öğrenim durumu, annenin yaşı, doğum sırası, okul öncesi eğitimkurumuna devam etme süresi ve okul türünün öz düzenleme becerilerini etkilemediğigörülmüştür.Bulgular araştırmanın konusu kapsamında tartışılmış, araştırmacılara ve uygulayıcılarayönelik öneriler sunulmuştur.
The aim of this study is to investigate whether the self-regulation skills of children differaccording to the pre-school education program. The following questions were sought in theresearch:1. Do the self-regulation skills (regulatory and control skills) of 48-72 months old childrenattending preschool institutions on the European side of Istanbul differ according towhether they are educated in the High/ Scope preschool education program or MEBpreschool education program?2. Do regulatory skills differ according to demographic characteristics (gender,socioeconomic level, age, type of school, number of siblings, birth order, parental age, andparental educational status)?3. Do control skills differ according to demographic characteristics (gender, socioeconomiclevel, age, type of school, number of siblings, birth order, parental age and parentaleducation status)?High/ Scope Preschool Education Program and MEB Preschool Education Program wereconducted with children in private and public schools. The data of the study were obtainedfrom 198 children and their teachers from 48-72 months of age who attended 7 preschooleducation institutions in three districts in the European side of Istanbul in the 2018-2019academic year. Data on children's self-regulation skills were collected from teachers'observations. “Self-Regulation Skills Scale” was used to determine the children's selfregulationskills. Demographic information about children and their families was obtainedthrough the personal information form prepared by the researcher. In the study, whether theself-regulation skills of the children showed a difference according to the type of preschoolprogram was analyzed by SPSS Statistics 20 program and analyzed with Mann Whitney-UTest and Kruskal Wallis-H Test. As a result of the analysis, it is seen that self-regulationskills do not differ according to the type of pre-school education program; however, selfregulationof children increased with age; In addition, significant differences were found inself-regulation skills according to variables such as gender, father's educational status, father's age, family income, number of siblings. It was seen that mother's educationalstatus, age of mother, birth order, duration of attendance to preschool education institutionand type of school did not affect self-regulation skills.The findings were discussed within the scope of the research subject, and recommendationswere made for researchers and practitioners.
The aim of this study is to investigate whether the self-regulation skills of children differaccording to the pre-school education program. The following questions were sought in theresearch:1. Do the self-regulation skills (regulatory and control skills) of 48-72 months old childrenattending preschool institutions on the European side of Istanbul differ according towhether they are educated in the High/ Scope preschool education program or MEBpreschool education program?2. Do regulatory skills differ according to demographic characteristics (gender,socioeconomic level, age, type of school, number of siblings, birth order, parental age, andparental educational status)?3. Do control skills differ according to demographic characteristics (gender, socioeconomiclevel, age, type of school, number of siblings, birth order, parental age and parentaleducation status)?High/ Scope Preschool Education Program and MEB Preschool Education Program wereconducted with children in private and public schools. The data of the study were obtainedfrom 198 children and their teachers from 48-72 months of age who attended 7 preschooleducation institutions in three districts in the European side of Istanbul in the 2018-2019academic year. Data on children's self-regulation skills were collected from teachers'observations. “Self-Regulation Skills Scale” was used to determine the children's selfregulationskills. Demographic information about children and their families was obtainedthrough the personal information form prepared by the researcher. In the study, whether theself-regulation skills of the children showed a difference according to the type of preschoolprogram was analyzed by SPSS Statistics 20 program and analyzed with Mann Whitney-UTest and Kruskal Wallis-H Test. As a result of the analysis, it is seen that self-regulationskills do not differ according to the type of pre-school education program; however, selfregulationof children increased with age; In addition, significant differences were found inself-regulation skills according to variables such as gender, father's educational status, father's age, family income, number of siblings. It was seen that mother's educationalstatus, age of mother, birth order, duration of attendance to preschool education institutionand type of school did not affect self-regulation skills.The findings were discussed within the scope of the research subject, and recommendationswere made for researchers and practitioners.