Publication: Erken destek eğitim programının 18-36 aylık çocukların gelişimine etkisinin incelenmesi
Abstract
ERKEN DESTEK EĞİTİM PROGRAMININ 18-36 AYLIK ÇOCUKLARIN GELİŞİMİNE ETKİSİNİN İNCELENMESİ Bu araştırmanın amacı Erken Destek Eğitim Programının 18-36 aylık çocukların gelişimine etkisinin incelenmesidir. Bu çalışma ile araştırmacı tarafından hazırlanan 6 ay süreli eğitim programının çocukların gelişim düzeyine etkileri bulgulanarak, 3 yaştan itibaren başlayan okul öncesi eğitim programlarının daha erken yaşta başlaması gerektiği vurgulanmıştır. Araştırmanın modeli öntest – sontest kontrol gruplu deneysel desen olarak belirlenmiştir. 18-24 ay ve 24-36 ay grubu için hazırlanmış olan erken destek eğitim programına katılan ve evde bakım gören çocukların gelişim düzeyini ölçmek için Ankara Gelişim Tarama Envanteri (AGTE) kullanılmıştır. Deney ve Kontrol grubu AGTE’nin Genel Gelişim toplam puanı ve Dil-Bilişsel, İnce Motor, Kaba Motor ve Sosyal Beceri-Özbakım alt testleri doğrultusunda değerlendirilmiştir. Yapılan analizler sonucunda 18-24 Ay grubunda Genel Gelişim, İnce Motor ve Sosyal Beceri – Özbakım testlerinde deney grubu .05 düzeyinde anlamlı bir biçimde kontrol grubundan yüksek puan almıştır. Dil bilişsel ve Kaba Motor gelişim alanlarında ise deney ve kontrol grubunda anlamlı bir farklılık çıkmamıştır. 24 – 36 ay grubunda, Genel Gelişim, İnce Motor ve Sosyal Beceri – Özbakım gelişim alanlarında deney grubu lehine .05 düzeyinde anlamlı bir farklılık bulgulanırken, Dil bilişsel ve Kaba motor gelişim alanlarında anlamlı bir farklılık çıkmamıştır. Anahtar sözcükler: Okul öncesi eğitim, oyun grupları, erken çocukluk eğitimi
THE EFFECTS OF EARLY SUPPORT EDUCATION PROGRAM ON 18-36 MONTH OLD CHILDREN The purpose of the present study is to investigate the effects of Early Support Education Program on 18-36 month-old children. For the study, 6 months long an education program was prepared by the researcher. It was aimed to find the effects of the program on children’s development level and to emphasize that pre-school education programs beginning when children become 3 years old should have started much earlier. In the study pretest-posttest control group design was used. The development level of the child groups both who attended to the education program and who stayed at home was measured by Ankara Development Screen Inventory (AGTE). Both experimental and control group was evaluated by AGTE’s general developmental total score and by the subtests which were linguistics-cognitive development, fine-motor skills, gross-motor skills and social competence – self-care. As a result of the analysis it was found that the 18-24 month-old experimental group gained significantly higher score on general development test, fine motor and social competence-self-care subtests than the control group. On linguistic-cognitive development and gross motor skills subtests there was no significant difference between the experimental and control group. The 24-36 month-old experimental group showed statistically significant difference in their favor on general development test, fine motor and social competence-self-care subtests than their counterparts in the control group while on linguistic-cognitive development and gross motor skills subtests there was no significant difference between both group. Key Words: Pre-school education, play groups, early-childhood education.
THE EFFECTS OF EARLY SUPPORT EDUCATION PROGRAM ON 18-36 MONTH OLD CHILDREN The purpose of the present study is to investigate the effects of Early Support Education Program on 18-36 month-old children. For the study, 6 months long an education program was prepared by the researcher. It was aimed to find the effects of the program on children’s development level and to emphasize that pre-school education programs beginning when children become 3 years old should have started much earlier. In the study pretest-posttest control group design was used. The development level of the child groups both who attended to the education program and who stayed at home was measured by Ankara Development Screen Inventory (AGTE). Both experimental and control group was evaluated by AGTE’s general developmental total score and by the subtests which were linguistics-cognitive development, fine-motor skills, gross-motor skills and social competence – self-care. As a result of the analysis it was found that the 18-24 month-old experimental group gained significantly higher score on general development test, fine motor and social competence-self-care subtests than the control group. On linguistic-cognitive development and gross motor skills subtests there was no significant difference between the experimental and control group. The 24-36 month-old experimental group showed statistically significant difference in their favor on general development test, fine motor and social competence-self-care subtests than their counterparts in the control group while on linguistic-cognitive development and gross motor skills subtests there was no significant difference between both group. Key Words: Pre-school education, play groups, early-childhood education.