Publication: Resimli hikâye kitapları temelli “dinle, anlat, kodla!” kodlama programının 60-72 aylık çocukların dil gelişimi, bilgi işlemsel düşünme ve erken okuryazarlık becerilerine etkisinin incelenmesi
Abstract
Bu araştırma okul öncesi eğitime devam eden 60-72 aylık çocuklarına yönelik hazırlanan Resimli Hikâye Kitapları Temelli “Dinle, Anlat, Kodla!” Kodlama Programının çocukların dil gelişimi, bilgi işlemsel düşünme ve erken okuryazarlık becerilerine etkisinin incelenmesini amaçlamaktadır. Araştırmanın deneysel sürecinin eğitim programını oluşturan aşamasında Resimli Hikâye Kitapları Temelli “Dinle, Anlat, Kodla!” Kodlama geliştirilmiştir. Program için öncelikle okul öncesi öğretmenleriyle ihtiyaç belirleme çalışması yapılmıştır. Analiz sonuçlarına uygun olarak program araştırmacı tarafından hazırlanmış ve sekiz uzmandan uzman görüşü alınmıştır. Uzman görüşleri doğrultusunda programda gerekli düzenlemler yapılarak programa son hali verilmiştir. Program 8 hafta boyunca her hafta iki oturum olmak üzere 16 etkinlikten oluşmaktadır. Araştırmanın uygulama aşamasında Resimli Hikâye Kitapları Temelli “Dinle, Anlat, Kodla!” Kodlama Programının çocukların dil gelişimi, bilgi işlemsel düşünme ve erken okuryazarlık becerilerine etkisi incelenmiştir. Bu uygulama aşamasında yarı deneysel desenlerden eşitlenmemiş kontrol gruplu ön test-son test deseni yarı deneysel model kullanılmıştır. Araştırmanın deneysel sürecinin çalışma grubunu İstanbul İlinde bir okul öncesi kurumuna devam eden 60-72 aylık Deney-1 grubunda 20, Deney-2 grubunda 16 ve kontrol grubunda 16 çocuk olmak üzere toplam 52 çocuk oluşturmuştur. Araştırmanın verilerini toplamak için Demografik Bilgi Formu, Türkçe Erken Dil Gelişim Testi (TEDİL), Techcheck-K Testi, Erken Okuryazarlık Becerilerini Değerlendirme Aracı (EOBDA) kullanılmıştır. Araştırmanın analizlerinden elde edilen bulgulara göre Resimli Hikâye Kitapları Temelli “Dinle, Anlat, Kodla!” Kodlama Programının çocukların dil gelişimleri, bilgi işlemsel düşünme ve erken okuryazarlık becerilerini geliştirmede etkili olduğu sonucuna ulaşılmıştır. Eğitsel robot kullanılanarak kodlama eğitimi verilen deney grubu ile bir eğitsel robot kullanılmadan etkinlik tabanlı olarak hazırlanmış olan kodlama etkinlikleri uygulanan deney grubu arasında bir fark olmadığı sonucuna ulaşılmıştır. Ayrıca çalışma gruplarında yer alan kız ve erkek çocukları arasında Türkçe Erken Dil Gelişim Testi (TEDİL) bilgi işlemsel düşünme ve erken okuryazarlık becerileri açısından cinsiyete göre anlamlı bir fark bulunmamıştır.
This study aims to examine the effect of the “Listen, Tell, Code!” Coding Programs based on Illustrated Storybooks on children's language development, computational thinking and early literacy skills. In the phase of the experimental study that constituted the education program, “Listen, Tell, Code!” coding programs based on illustrated storybooks were developed. First, a needs analysis was conducted for the program, and in accordance with the results of the analysis, the program was prepared by the researcher and expert opinions were taken from eight experts. In line with the expert opinions, the program was finalized by making the necessary arrangements in the program. The program consists of 16 activities for 8 weeks. In the implementation phase of the study, a pretest-posttest design with an unbalanced control group was used, which is one of the quasi-experimental designs among quantitative research methods. The study group consisted of 52 children aged 60-72 months attending a preschool institution in Istanbul, 20 of whom were in the Experiment-1 group, 16 in the Experiment-2 group, and 16 in the control group, selected by convenience sampling method. In the implementation phase of the study, the effects of the “Listen, Tell, Code!” coding program based on illustrated storybooks on children's language development, computational thinking and early literacy skills were examined. At this stage, a quasi-experimental design with pretest-posttest unequalized control group was used in the implementation phase. Demographic Information Form, Turkish Early Language Development Test (TEDIL), Techcheck-K Test, Early Literacy Skills Assessment Tool (ELSA) and researcher's diary were used to collect the data of this study. In the implementation phase of the program, an embedded mixed design was used to provide data diversity in experimental studies and to obtain detailed data. Parent Consent Form, Demographic Information Form, Turkish Early Language Development Test (TEDIL), Techcheck-K Test, Early Literacy Skills Assessment Tool (ELSA) and researcher diary were used to collect the data of this study. According to the results of the study, it was concluded that the coding programs “Listen, Tell, Code!” based on Activity-Based Picture Storybooks and using Educational Robot were effective in improving children's language development, computational thinking and early literacy skills. It was concluded that there was no difference between the experimental group that received coding training using an educational robot and the activity-based coding activities prepared without using an educational robot. In addition, no difference was found between boys and girls in the group in which both education methods were applied.
This study aims to examine the effect of the “Listen, Tell, Code!” Coding Programs based on Illustrated Storybooks on children's language development, computational thinking and early literacy skills. In the phase of the experimental study that constituted the education program, “Listen, Tell, Code!” coding programs based on illustrated storybooks were developed. First, a needs analysis was conducted for the program, and in accordance with the results of the analysis, the program was prepared by the researcher and expert opinions were taken from eight experts. In line with the expert opinions, the program was finalized by making the necessary arrangements in the program. The program consists of 16 activities for 8 weeks. In the implementation phase of the study, a pretest-posttest design with an unbalanced control group was used, which is one of the quasi-experimental designs among quantitative research methods. The study group consisted of 52 children aged 60-72 months attending a preschool institution in Istanbul, 20 of whom were in the Experiment-1 group, 16 in the Experiment-2 group, and 16 in the control group, selected by convenience sampling method. In the implementation phase of the study, the effects of the “Listen, Tell, Code!” coding program based on illustrated storybooks on children's language development, computational thinking and early literacy skills were examined. At this stage, a quasi-experimental design with pretest-posttest unequalized control group was used in the implementation phase. Demographic Information Form, Turkish Early Language Development Test (TEDIL), Techcheck-K Test, Early Literacy Skills Assessment Tool (ELSA) and researcher's diary were used to collect the data of this study. In the implementation phase of the program, an embedded mixed design was used to provide data diversity in experimental studies and to obtain detailed data. Parent Consent Form, Demographic Information Form, Turkish Early Language Development Test (TEDIL), Techcheck-K Test, Early Literacy Skills Assessment Tool (ELSA) and researcher diary were used to collect the data of this study. According to the results of the study, it was concluded that the coding programs “Listen, Tell, Code!” based on Activity-Based Picture Storybooks and using Educational Robot were effective in improving children's language development, computational thinking and early literacy skills. It was concluded that there was no difference between the experimental group that received coding training using an educational robot and the activity-based coding activities prepared without using an educational robot. In addition, no difference was found between boys and girls in the group in which both education methods were applied.
Description
Keywords
Bilgi İşlemsel Düşünme, Biliş, Çocuklarda, Coding, Cognition in children, Computational Thinking, Dil Gelişimi, Dil kazanımı, Early Childhood Education, Early Literacy, Education, Preschool, Eğitim, Okul öncesi, Erken Okuryazarlık, Kodlama, Language acquisition, Language Development, Okul Öncesi Eğitim, Preschool Education