Aile- öğretmen iletişim ve işbirliği ile çocukların sosyal becerileri arasındaki ilişkinin incelenmesi
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Date
2018
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Publisher
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Bu tezin amacı, aile öğretmen iletişim ve işbirliği ile çocukların sosyal becerileri arasındaki ilişkiyi ortaya koymaktır. Araştırmanın modeli, ilişkisel tarama modelidir. Çalışma grubunun belirlenmesinde tabakalı ve rastgele örnekleme yöntemleri kullanılmıştır. Buna göre, araştırmaya Aksaray ili merkez ve ilçelerinde okul öncesi eğitim kurumuna devam eden 48-72 ay arası 350 çocuk ve aileleri katılmıştır. Veri toplama araçları olarak, Aile Öğretmen İletişim ve İşbirliği Ölçeği, Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Verilerin analizinde bağımsız örneklemler için t testi, tek yönlü varyans analizi, Kruskal Wallis ve Mann Whitney U testleri kullanılmıştır. Analiz sonucunda, öğretmen aile iletişim ve işbirliğinin toplam ve alt boyutlar bazında yüksek düzeyde olduğu, öğretmenlerin yaşı ve mesleki deneyimi arttıkça Aile Öğretmen İletişim ve İşbirliği Ölçeği puanlarının arttığı, puanların İşbirliği alt boyutunda kadrolu öğretmenler, toplam ve aile katılımı alt boyutunda ücretli öğretmenler lehine olduğu, çocukların sosyal beceri düzeylerinin toplam ve alt boyutlar bazında yüksek düzeyde olduğu, yaşlarının sosyal beceriler üzerinde anlamlı bir etki yaratmadığı, kız çocukların toplam ve akademik destek alt boyutu puanlarının erkek çocuklardan daha yüksek olduğu, anne öğrenim durumu arttıkça çocukların akademik destek becerilerinin arttığı, baba öğrenim durumunun sosyal beceriler üzerinde anlamlı bir etki yaratmadığı belirlenmiştir. Son olarak, aile öğretmen iletişim ve işbirliği ile çocukların sosyal becerileri arasında toplam ve alt boyutlar bazında anlamlı ilişkiler olduğu tespit edilmiştir. Araştırma sonucunda, aile öğretmen işbirliği ve iletişiminin çocukların sosyal becerileri üzerinde ne denli önemli rol oynadığının altı çizilerek, elde edilen bulgulara ilişkin araştırmacılar, öğretmenler ve ailelere yönelik çeşitli öneriler geliştirilmiştir.
The scope of this thesis is to present the relation between family teacher communication/ collaboration and children's social skills. Relational screening model was preffered. Stratified and random sampling methods were used in determining the study group. 350 children between 48-72 months and their families attending the pre-school education institution in Aksaray city center and districts were participated. Family Teacher Communication and Cooperation Scale, Pre-School Social Skills Assessment Scale and Personal Information Form were used as data collection tools. Nonparametric and parametric tests were used in the analysis of the data. As a result of the analysis, it was found that the teacher family communication and cooperation were in high level in total and sub dimensions, the scores of the Family Teacher Communication and Cooperation Scale increased as the teachers' age and professional experience increased. Children's social skill were in high level. Children ages did not have a significant effect on social skills, the girls' total and academic support subscale scores were higher than boys. The academic support skills of the children increased as mother education level was increased. Father education level did not have a significant effect on children's social skills. It has been determined that there is a significant relationship between parent teacher communication and cooperation and children's social skills on the basis of total and sub-dimensions. Lastly, various suggestions for researchers, teachers and parents about the findings were developed by underlining the importance of family teacher cooperation and communication on the development of children's social skills.
The scope of this thesis is to present the relation between family teacher communication/ collaboration and children's social skills. Relational screening model was preffered. Stratified and random sampling methods were used in determining the study group. 350 children between 48-72 months and their families attending the pre-school education institution in Aksaray city center and districts were participated. Family Teacher Communication and Cooperation Scale, Pre-School Social Skills Assessment Scale and Personal Information Form were used as data collection tools. Nonparametric and parametric tests were used in the analysis of the data. As a result of the analysis, it was found that the teacher family communication and cooperation were in high level in total and sub dimensions, the scores of the Family Teacher Communication and Cooperation Scale increased as the teachers' age and professional experience increased. Children's social skill were in high level. Children ages did not have a significant effect on social skills, the girls' total and academic support subscale scores were higher than boys. The academic support skills of the children increased as mother education level was increased. Father education level did not have a significant effect on children's social skills. It has been determined that there is a significant relationship between parent teacher communication and cooperation and children's social skills on the basis of total and sub-dimensions. Lastly, various suggestions for researchers, teachers and parents about the findings were developed by underlining the importance of family teacher cooperation and communication on the development of children's social skills.
Description
Keywords
Okul Öncesi Dönem, Okul Aile İşbirliği, Aile- Öğretmen İletişim ve İşbirliği, Sosyal Beceriler, Aarly Childhood Period, School Family Collaboration, Teacher Parent Communication and Collaboration, Social Skills
