Okul öncesi eğitime devam eden 60-66 aylık çocukların sosyal duygusal öğrenme becerileri ile erken öğrenme becerileri arasındaki ilişkinin incelenmesi
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Tarih
2019
Yazarlar
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Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı okul öncesi eğitime devam eden 60-66 aylık çocukların sosyal duygusal öğrenme becerileri ve erken öğrenme becerileri arasındaki ilişkinin incelenmesidir. İlişkisel tarama modellerinden korelasyonel araştırma modeli ile yürütülen bu araştırmaya İstanbul ili, Üsküdar ilçesinde okul öncesi eğitim kurumlarına devam eden 100 çocuk ve öğretmenleri katılmıştır. Araştırma kapsamında Genel Bilgi Formu, Duygu Anlama Testi (Affect Knowledge Test), Kişilerarası Problem Çözme Becerileri Ölçeği (Preschool Interpersonal Problem Solving Test-PIPS), Okul Öncesi Öz Düzenleme Ölçeği (Preschool Self-Regulation Assessment), Sosyal Yetkinlik ve Davranış Değerlendirme-30 ölçeği (Social Competence and Behavior Evaluation Scale (SCBE-30) ve Erken Öğrenme Becerileri Değerlendirme ölçeği (Test of Early Learning Skills-TELS )aracılığıyla veriler toplanmıştır. Çocukların sosyal duygusal öğrenme becerilerinin alt bileşenleri olan “duygu anlama becerileri, sosyal yetkinlik ve davranış, kişilerarası problem çözme becerileri ve öz düzenleme becerileri” ile erken öğrenme becerilerinin alt boyutları olan “düşünme beceriler, sayı becerileri ve dil becerileri” arasındaki ilişkilerin incelenmesinde çok değişkenli çoklu regresyon analizi kullanılmıştır. Benzer biçimde sosyal duygusal öğrenme becerilerinin alt bileşenlerinin birbiriyle olan ilişkisi de çok değişkenli çoklu regresyon analizi ile çözümlenmiştir. Çocukların demografik özellikleri (cinsiyet, kardeş sayısı, doğum sırası, aile gelir düzeyi, anne-baba öğrenim düzeyi vb.) ile sosyal duygusal öğrenme becerileri arasındaki ilişkileri incelemek için ise Mann Whitney U testi kullanılmıştır. vi Araştırma sonuçları sosyal duygusal öğrenme becerilerinin bileşenlerinden sosyal yetkinlik ve davranışın alt boyutlarından yalnızca sosyal yetkinliğin, erken öğrenme becerilerinin tümünü yordadığını ortaya koymuştur. Alt boyutlar arası ilişkilerde ise duygu anlama becerilerinin düşünme becerilerini, sosyal yetkinlik ve davranışın ise sayı becerilerini manidar olarak yordadığı sonucuna ulaşılmıştır. Sosyal duygusal öğrenme becerilerinin birbirleri ile ilişkilerine bakıldığında ise öz düzenleme becerilerinin sosyal yetkinliği ve duygu anlama becerilerini, duygu anlama becerisinin ise sosyal yetkinliği manidar olarak yordadığı bulgularına ulaşılmıştır. Çocukların demografik özelliklerine göre yapılan çözümlemelerde ise öz düzenleme becerilerinde kız çocukları lehine manidar fark bulunduğu saptanmıştır. İlk çocukların kişilerarası problem çözme ve duygu anlama becerileri puanlarının diğer çocuklara göre, kardeşi olan çocukların düşünme becerileri puanlarının ise tek çocuklara göre daha yüksek olduğu bulunmuştur.anne öğrenim düzeyine göre ise manidar bir fark bulunmazken, baba öğrenim düzeyinin ve gelir düzeyinin çocukların duygu anlama becerilerini yordadığı sonucuna ulaşılmıştır.
The purpose of this study is to investigate the relationship between social-emotional learning skills and early learning skills of 60 to 66 months old children who attend preschool education. This correlational study was carried out with 100 preschool children and their teachers in the Uskudar district of Istanbul province. Within the scope of this research, the data were gathered through General Information Form, Affect Knowledge Test (AKT), Preschool Interpersonal Problem Solving Test (PIPS), Preschool Self-Regulation Assessment (PSRA), Social Competence and Behavior Evaluation Scale (SCBE-30) and Test of Early Learning Skills (TELS). Multivariate multiple regression analysis was used to examine the relationship between sub-dimensions of social-emotional learning skills of children (emotion understanding ability, social competence, interpersonal problem-solving skills, self-regulation skills) and sub-dimensions of early learning skill (thinking skills, number skills and language skills). Similarly, the relationship between the sub-dimensions of social-emotional learning skills was analysed using the same regression analysis model. In addition, Mann Whitney U test was used to examine the relationships between the demographic characteristics of the children (gender, number of siblings, birth order, family income level, parent education level etc.) and social-emotional learning skills. As a result of this study, all of the early learning skills are only predicted by social competence which is one of the social-emotional learning skills. In terms of the relationship between sub-dimensions, it was concluded that emotion understanding ability can be predicted by thinking skills and social competence can be predicted by number skills significantly. When the relationship between social emotional learning skills are examined, it was found that self-regulation skills are predicted by social competence and emotion understading ability is predicted by social competence meaningfully. Regarding viii demographic characteristics of children, it was identified that there is a significant difference in self-regulation skills in favor of girls. The first children's interpersonal problem solving and emotion understanding ability scores were observed to be higher than those of other children, while the scores of the thinking skills of children with siblings are higher than those of single children. Although there is not any considerable difference according to the mother’s education level, it is concluded that the father’s education level and income level have important roles to constitute children’s emotion understanding ability.
The purpose of this study is to investigate the relationship between social-emotional learning skills and early learning skills of 60 to 66 months old children who attend preschool education. This correlational study was carried out with 100 preschool children and their teachers in the Uskudar district of Istanbul province. Within the scope of this research, the data were gathered through General Information Form, Affect Knowledge Test (AKT), Preschool Interpersonal Problem Solving Test (PIPS), Preschool Self-Regulation Assessment (PSRA), Social Competence and Behavior Evaluation Scale (SCBE-30) and Test of Early Learning Skills (TELS). Multivariate multiple regression analysis was used to examine the relationship between sub-dimensions of social-emotional learning skills of children (emotion understanding ability, social competence, interpersonal problem-solving skills, self-regulation skills) and sub-dimensions of early learning skill (thinking skills, number skills and language skills). Similarly, the relationship between the sub-dimensions of social-emotional learning skills was analysed using the same regression analysis model. In addition, Mann Whitney U test was used to examine the relationships between the demographic characteristics of the children (gender, number of siblings, birth order, family income level, parent education level etc.) and social-emotional learning skills. As a result of this study, all of the early learning skills are only predicted by social competence which is one of the social-emotional learning skills. In terms of the relationship between sub-dimensions, it was concluded that emotion understanding ability can be predicted by thinking skills and social competence can be predicted by number skills significantly. When the relationship between social emotional learning skills are examined, it was found that self-regulation skills are predicted by social competence and emotion understading ability is predicted by social competence meaningfully. Regarding viii demographic characteristics of children, it was identified that there is a significant difference in self-regulation skills in favor of girls. The first children's interpersonal problem solving and emotion understanding ability scores were observed to be higher than those of other children, while the scores of the thinking skills of children with siblings are higher than those of single children. Although there is not any considerable difference according to the mother’s education level, it is concluded that the father’s education level and income level have important roles to constitute children’s emotion understanding ability.
Açıklama
Anahtar Kelimeler
Erken Öğrenme Becerileri, Sosyal Duygusal Öğrenme Becerileri, Okul Öncesi Dönem, Early Learning Skills, Social Emotional Learning Skills, Preschoolers
