Publication: 60-72 Aylık Sosyal Açıdan Dezavantajlı Çocuklar İçin Hazırlanan Destek Programının Çocukların İlkokula Hazırbulunuşluğuna Etkisi
Abstract
Bu araştırmanın amacı, "Sosyal Açıdan Dezavantajlı Çocuklar İçin Destek Programı"nın çocukların hazırbulunuşluklarına etkisini incelemektir. Araştırmanın çalışma grubu, İstanbul ilinin Kâğıthane ilçesinde Milli Eğitim Bakanlığına bağlı bir ilköğretim okulunun anasınıfına devam eden düşük sosyo-kültürel ortamdan gelen, ailesinin ekonomik durumu yetersiz ve ebeveynlerinin eğitim seviyesi düşük 60-72 aylık çocuklardan oluşan 20 kişilik bir deney grubu (10 kız 10 erkek öğrenci) ve 20 kişilik bir kontrol grubu (10 kız 10 erkek öğrenci) olmak üzere 40 öğrenciden oluşmuştur. Araştırmada öntest-sontest kontrol gruplu deneysel desen kullanılmıştır. Deney grubuna aldıkları eğitimlerinin dışında "Sosyal Açıdan Dezavantajlı Çocuklar İçin Destek Programı" uygulanmıştır. Kontrol grubuna ilave bir program uygulanmamıştır. Araştırmada veri toplamak üzere Polat Unutkan (2003) tarafından geliştirilen ve standardizasyonu yapılan ''Marmara İlköğretime Hazır Oluş Ölçeği''nin Gelişim ve Uygulama formları kullanılmıştır. Deney ve kontrol grubunun matematik, fen, ses, zihinsel-dil gelişimi, sosyal-duygusal gelişim, fiziksel gelişim, özbakım becerileri, uygulama ve gelişim formu son test sonuçları açısından deney grubu lehine anlamlı bir farklılık olduğu bulunmuştur
The aim of this study is to examine the effect of the supportive educational program for socially disadvantaged children on pupils' primary school readiness level. This study has been conducted with a group of 40 pupils chosen from a primary school's nursery class. The school in which parents mostly have low levels of socio-cultural, financial, and educational backgrounds is in Kağıthane, İstanbul. For the experimental group, 20 pupils (10 girls and 10 boys) were randomly selected from the 60-72 month-old children at the school. 20 pupils (10 girls and 10 boys) were selected for the control group. In this study, an experimental design with pre and post tests was used. Specifically, we administered a supportive educational program to socially disadvantaged children in the experimental group. The control group did not receive a special program. Data were collected with the development and application forms of "Marmara Being Ready for Primary Education" scale developed by Polat Unutkan, 2003. The post test results of experimental and control groups' mathematics, science, phonetics, line drawing, labyrinth, cognitive and verbal, social-emotional, physical development and self-care abilities showed that there was a significant difference in favor of the experimental group
The aim of this study is to examine the effect of the supportive educational program for socially disadvantaged children on pupils' primary school readiness level. This study has been conducted with a group of 40 pupils chosen from a primary school's nursery class. The school in which parents mostly have low levels of socio-cultural, financial, and educational backgrounds is in Kağıthane, İstanbul. For the experimental group, 20 pupils (10 girls and 10 boys) were randomly selected from the 60-72 month-old children at the school. 20 pupils (10 girls and 10 boys) were selected for the control group. In this study, an experimental design with pre and post tests was used. Specifically, we administered a supportive educational program to socially disadvantaged children in the experimental group. The control group did not receive a special program. Data were collected with the development and application forms of "Marmara Being Ready for Primary Education" scale developed by Polat Unutkan, 2003. The post test results of experimental and control groups' mathematics, science, phonetics, line drawing, labyrinth, cognitive and verbal, social-emotional, physical development and self-care abilities showed that there was a significant difference in favor of the experimental group