Publication: Erken Sayı Testi’nin uyarlanması ve erken Sayı Gelişim Programı’ nın
altı yaş çocukların sayı gelişimlerine etkisinin incelenmesi
Abstract
ERKEN SAYI TESTİ’NİN UYARLANMASI VE ERKEN SAYI GELİŞİM PROGRAMININ 6 YAŞ ÇOCUKLARIN SAYI GELİŞİMLERİNE ETKİSİNİN İNCELENMESİ Bu çalışmanın temel amacı, “Erken Sayı Testi Form A ve B”nin uyarlanması ve Erken Sayı Gelişim nın 6 yaş çocuklarının “sayı gelişimleri” üzerindeki etkisinin incelenmesidir. Çalışma temel olarak iki aşamadan oluşmuştur. İlk aŞama, “Erken Sayı Testi (4 – 7 yaŞ)‟nin dilsel eŞdeğerlik, geçerlik güvenirlik çalıŞmasıdır. İkinci aŞama “Erken sayı GeliŞim nın” oluŞturulması ve çalıŞma gruplarıyla uygulamanın gerçekleŞtirilmesidir. ÇalıŞmada tarama modeli ile deneysel araŞtırma modeli kullanılmıŞtır. ÇalıŞmanın I. aŞamasında 2009 – 2010 eğitim öğretim yılında İstanbul iline bağlı Bahçelievler, BeŞiktaŞ, Bakırköy, Küçükçekmece, Ümraniye, Sultanbeyli ilçelerinde bulunan 25 özel ve resmi ilköğretim okulu, bu okullara bağlı anasınıfları ve bağımsız anaokullarına devam eden 768 çocukla gerçekleŞtirilmiştir. Çalışmanın II. aşamasında Ataşehir ilçesine bağlı şehit Öğretmen Nuriye Ak Anaokulu‟na devam eden 35 çocuk ile çalışılmıştır. “Erken Sayı Testi” örneklem grubundaki çocuklara uygulanmış, çocuk ve aileye ait bilgilerin belirlenmesi amacıyla “Kişisel Bilgi Formu” öğretmenlerden alınan bilgiler ışığında araştırmacı tarafından doldurulmuştur. Erken Sayı Testi için ilk olarak orijinal testin Türkçeye çeviri işlemleri gerçekleştirilmiştir. Çeviri işlemlerinin ardından istatistik işlemleri yapılmıştır. Ölçeğin güvenirlik çalışmaları için aritmetik ortalama, standart sapma değerleri, iç tutarlılık katsayısı, madde ayırt edicilik için ilişkili ilişkisiz t – testi, yaş grupları farkı için tek yönlü varyans (ANOVO), test alt boyut ilişkileri ise Pearson Moment Korelasyon vii Katsayıları hesaplanmış ve test – tekrar test güvenilirliği yapılmıştır. Güvenirlik çalışmasında test – tekrar test korelasyonu A Formu için .84, B Formu için .93 olarak bulunmuştur. Erken Sayı Testi A Formu Cronbach Alfa iç tutarlılık katsayısı .94, K-20 güvenirliği .91, Erken Sayı testi B Formu Cronbach Alfa iç tutarlılık katsayısı .92, K-20 güvenirliği ise .88 olarak hesaplanmıştır. Erken Sayı Testi‟nin A ve B Formu geçerlilik çalışmaları için uzman görüşleriyle kapsam geçerliğine bakılmış, yapı geçerliği ve testin ayırt edici gücü hesaplanmıştır. İstatistiksel analizler ölçeğin güvenilir ve geçerli olduğunu ortaya koymuştur. Kullanılan istatistiksel yöntemlerin çözümlemeleri yapıldığında anlamlılıklar .01 - .05 düzeyinde kabul edilmiştir. “Erken Sayı gelişim nın” etkisi ise ilişkili ilişkisiz t – testi, Mann Whitney U testi, Kruskall Wallis testleri ile belirlenmiştir. “Erken Sayı Gelişim uygulanan çocuklarda program uygulanmayan çocuklara göre testin tümünde ve alt boyutların her birinde .001 düzeyinde, cinsiyet değişkenine göre ise .05 düzeyinde anlamlı farklılık bulunmuştur. Ancak anne – baba öğrenim düzeyi ile kardeş sayısı değişkenleri açısından anlamlı farklılık bulunamamıştır. Araştırma sonunda sayı gelişiminin yaşlarla birlikte arttığı, “Erken Sayı gelişim nın” etkili olduğu sonucuna ulaşılmıştır. Okul Öncesi Eğitim, Bilişsel Gelişim, Matematiksel Düşünme Becerisi, Sayı Gelişimi. viii
TURKISH ADAPTATION OF THE EARLY NUMERACY TEST AND TO INVESTIGATE EFFECTS OF THE NUMBER DEVELOPMENT THE EARLY NUMERACY PROGRAMME FOR THE SIX YEARS OLD CHILDREN The aim of the study adapting “Early Numeracy Test Form A and Form B in to Turkish for preschool children and elementary school period children (4 – 7), achieving studies of reliability and validity. Also the effects of Early Numeracy Programme on six years old childrens number development. The study is mainly composed of two steps: The first step is language equivalance, validity and reliability study of Early Numeracy Test Form A and Form B (4 - 7 years). The second step is the writing of the teacher‟s application book containing detailed daily and weekly plans of “Early Numeracy Programme (6 years)” applications formation of the experimental and control groups, the application of the studies groups. Survey research model and experimental research model has been used in this study. The first part of this study is during the 2009 – 2010 academic year in the provinces of İstanbul; Bahçelievler, Beşiktaş, Bakırköy, Küçükçekmece, Ümraniye, Sultanbeyli 25 private and public primary schools in the town, the 768 children attending elementry schools and independent nursery was due. In the second part of this study has been studied 35 childrens that continuing to şehit Öğretmen Nuriye Ak Preschool in the town Ataşehir. Early Numeracy Test have been applied to the children in the sample group and a “Personel Information Form” has been filled by the researcher and the teachers in order to have information about the child and family. Original forms for “Early Numeracy Test” have been translated into Turkish first. After the process of translations, statistical procedures have been done. For reliability studies ix of “Early Numeracy Test” arithmetic average, standart deviation values, the internal consistency coefficients have been calculated, for item discrimination independet samples t-test, and paired samples t-tests, for the difference between age group one way analysis of variance (ANOVA),for test sub size relation Pearson Correlations Moment coefficient techniqueswere used to analyse as data and have been calculated and test retest reliability has been applied. In reliabilty study, the correlation of test-retest has been found for Form A as r=.84 (p<,001), for Form B as r=.93 (p<,001). It is seen that Early Numeracy Test Form A Cronbach Alpha internal consistency coefficient is .94 and K-20 reliability has been calculated as .91. It is seen that Early Numeracy Test Form B Cronbach Alpha internal consistency coefficient is .92 and K-20 has been calculated as .88. analysis of the used statistical methods were carried out, and it was accepted that the significance levels are .01 and .05. For the effects of Early Numeracy Programme on six years old childrens number development, statistical procedures have been Kruskal- Wallis H test, independet samples t-test, and paired samples t-tests, Mann Whitney U test were used to analyse. Applied to Early Numeracy Programme on six years old childrens According to non applied to programme on six years old childrens all test and each of the sub- test in of the children at the level of .001, the .05 level, significant differences were found according to gender variable. But parent education levels and number of siblings were no differences in variables. It has been found in this study that number development increase together with age and Early Number Development Program were effectived. Key Words: Early Childhood Education, Cognitive Development, Mathematical Thinking, Number Development
TURKISH ADAPTATION OF THE EARLY NUMERACY TEST AND TO INVESTIGATE EFFECTS OF THE NUMBER DEVELOPMENT THE EARLY NUMERACY PROGRAMME FOR THE SIX YEARS OLD CHILDREN The aim of the study adapting “Early Numeracy Test Form A and Form B in to Turkish for preschool children and elementary school period children (4 – 7), achieving studies of reliability and validity. Also the effects of Early Numeracy Programme on six years old childrens number development. The study is mainly composed of two steps: The first step is language equivalance, validity and reliability study of Early Numeracy Test Form A and Form B (4 - 7 years). The second step is the writing of the teacher‟s application book containing detailed daily and weekly plans of “Early Numeracy Programme (6 years)” applications formation of the experimental and control groups, the application of the studies groups. Survey research model and experimental research model has been used in this study. The first part of this study is during the 2009 – 2010 academic year in the provinces of İstanbul; Bahçelievler, Beşiktaş, Bakırköy, Küçükçekmece, Ümraniye, Sultanbeyli 25 private and public primary schools in the town, the 768 children attending elementry schools and independent nursery was due. In the second part of this study has been studied 35 childrens that continuing to şehit Öğretmen Nuriye Ak Preschool in the town Ataşehir. Early Numeracy Test have been applied to the children in the sample group and a “Personel Information Form” has been filled by the researcher and the teachers in order to have information about the child and family. Original forms for “Early Numeracy Test” have been translated into Turkish first. After the process of translations, statistical procedures have been done. For reliability studies ix of “Early Numeracy Test” arithmetic average, standart deviation values, the internal consistency coefficients have been calculated, for item discrimination independet samples t-test, and paired samples t-tests, for the difference between age group one way analysis of variance (ANOVA),for test sub size relation Pearson Correlations Moment coefficient techniqueswere used to analyse as data and have been calculated and test retest reliability has been applied. In reliabilty study, the correlation of test-retest has been found for Form A as r=.84 (p<,001), for Form B as r=.93 (p<,001). It is seen that Early Numeracy Test Form A Cronbach Alpha internal consistency coefficient is .94 and K-20 reliability has been calculated as .91. It is seen that Early Numeracy Test Form B Cronbach Alpha internal consistency coefficient is .92 and K-20 has been calculated as .88. analysis of the used statistical methods were carried out, and it was accepted that the significance levels are .01 and .05. For the effects of Early Numeracy Programme on six years old childrens number development, statistical procedures have been Kruskal- Wallis H test, independet samples t-test, and paired samples t-tests, Mann Whitney U test were used to analyse. Applied to Early Numeracy Programme on six years old childrens According to non applied to programme on six years old childrens all test and each of the sub- test in of the children at the level of .001, the .05 level, significant differences were found according to gender variable. But parent education levels and number of siblings were no differences in variables. It has been found in this study that number development increase together with age and Early Number Development Program were effectived. Key Words: Early Childhood Education, Cognitive Development, Mathematical Thinking, Number Development