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    A comparison of preschool children's communication and emotional skills on the basis of their cognitive tempos
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2019) Kayili, Gokhan; Erbay, Filiz
    The purpose of the present study was to investigate whether the communication and emotional skills of preschoolers differ on the basis of their reflection and impulsivity. The sample of the study comprised 227 (5-6 years old) students attending nursery classes and nursery schools in central districts of Konya. Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP)-Form A developed by Wright, J. C. [(1971). KRISP Kansas reflection-impulsivity scale for preschoolers. Lawrence: University of Kansas] was used to determine the reflective-impulsive cognitive tempos of children. Communication skills of the children were measured using the Communication Skills Scale developed by Gorgulu, F. [(2009) [Drama destekli kubasik ogrenme etkinliklerinin okul oncesi 5-6 yas cocuklarinin iletisim becerilerine etkisi. Yayinlanmamis yuksek lisans tezi. Adnan Menderes universitesi, Sosyal Bilimler Enstitusu, Aydin], and emotional skills were analysed with the Assessment of Children's Emotions Scale developed by Schultz, D., & Izard, C. E. (1998) [Assessment of children's emotions scales (ACES). University of Delaware, Newark: Assessment Tool] and adapted to Turkish by Durmusoglu Saltali, N., Deniz, M. E., celikoz, N., & Ari, R. (2009) [Alti yas cocuklari icin duygusal becerilerin degerlendirilmesi testi'nin (ACES) TTurkce'ye uyarlanmasi: Gecerlik ve guvenirlik calismasi. Ankara universitesi Egitim Bilimleri Fakultesi Dergisi, 42(1), 403-420]. The results indicated that preschool children's scores of communication and emotional skills show a difference favouring those who have a reflective-cognitive tempo.
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    The effect of Montessori Method on cognitive tempo of Kindergarten children
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018) Kayili, Gokhan
    This study was undertaken to discover the effect of the Montessori Method on the cognitive tempo of 4-5-year-old children. Using an experimental pre-test-post-test paired control group design, the study sample included 60 children attending hsan Doramac Applied Nursery School (affiliated to Selcuk University, Department of Health Sciences) in Konya during the 2015-2016 education year. The data of the study were collected using Kansas Reflection-Impulsivity Scale for Preschool - Form A. The tests were administered to children before and after the treatment and a follow-up test was administered to the treatment group six weeks following the completion of the treatment. The statistical analyses of the research data were done using Mann-Whitney U test and Wilcoxon Signed Rank Test. The results of the study indicated that the Montessori Method decreases the number of errors and extends the reflection time among the preschool children in the treatment group.
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    The effects of Orff-based attention-enhancing music education programme on impulsive preschool children's cognitive tempo
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020) Kayili, Gokhan; Kuscu, Ozden
    This research investigated the effects of Orff-based attention-enhancing music education programme on impulsive preschool children's cognitive tempo. The research was conducted using a quasi-experimental pretest-posttest control group design. Thirty preschoolers were included in this research; 15 in the experimental and 15 in the control groups. Research data was collected using Kansas Reflection-Impulsivity Scale for Preschoolers. Impulsive children were assigned to control and experimental groups. Besides traditional preschool education programme, children in the experimental group received a 36-session Orff-based attention-enhancing music education twice a week. Results showed that impulsive children in the experimental group reduced their number of errors and increased the length of reflection time compared to those in the control group. In line with this finding, it can be suggested that Orff-based attention-enhancing music education programme contributes positively to the cognitive tempo of impulsive preschool children, and it demonstrates long-term effects.
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    Examination of the Effects of the Montessori Method on Preschool Children's Readiness to Primary Education
    (EDAM, 2011) Kayili, Gokhan; Ari, Ramazan
    This study examined the effects of the Montessori Method on preschool children's readiness to primary education. The research group is composed of five-six year olds attending SU MEF Ihsan Dogramaci Application Nursery School in 2009-2010 school year in Selcuktu county of Konya. The participants composed of five-six year olds were unbiasedly chosen. A total of 50 children were included in the study, 25 being in the experimental group and 25 being in the control group. In the study, Metropolitan Readiness Test was used to determine preschool school children's school readiness levels, B form of PKBS Preschool and Kindergarten Behavior Scale was used to determine preschool children's social skills, FTF-K attention gathering skills test for five-year old children was used to determine preschool children's attention gathering skills. The tests were administered to children before and after experimentation. and it was applied to experimental group again six weeks later. Mann Whitney U test and Witcoxon signed-rank test were used to analyze the data. The general conclusion of the results obtained is that The Montessori Method makes positive contribution to preschool children's readiness to primary school and is more efficient than current preschool education program.
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    Examining School Readiness of Preschool Children with Different Cognitive Style
    (TURKISH EDUCATION ASSOC, 2014) Kocyigit, Sezai; Kayili, Gokhan
    In this study school readiness of five-six year old children for primary school according to their cognitive styles. Study group is composed of 227 five-six year old children attending nursery classes or kindergartens at preschool institutions in districts of Konya city center. Kansas Reflection-Impulsivity Scale for Preschoolers Form A (KRISP) was used in order to identify study group children's reflective-impulsive cognitive styles, and Metropolitan Readiness Test, Preschool and Kindergarten Behavior Scale Form A (PKBS) and Peabody Picture-Vocabulary Test were used to determine their school readiness. Discrimination analysis was done to find out how correctly children were classified into groups with reflective-impulsive cognitive styles. Scores that groups got from tests were analyzed using independent samples t-test and SPSS 16.0 package program. In order to examine the effect size Cohen d value was calculated. General result found out at the end of the study is that school readiness of preschool children differs in favor of children with reflective cognitive style.