Okulöncesi eğitim kurumlarında uygulanan program ve farklı etkinliklerin çocukların özerklik (otonomi) ve atılganlık düzeylerine etkisinin incelenmesi
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Dosyalar
Tarih
2000
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma Konya il merkezinde bulunan resmi ve özel okulöncesi eğitim kurumlarında uygulanan farklı etkinlik programlarının 4-6 yaş öğrencilerinin özerklik (otonomi) ve atılganlık puanlarını etkileyip etkilemediği incelenmiştir. Bunun yanında özerklik ve atılganlığın bazı değişkenlere göre farklılaşma olup-olmadığı karşılaştınlmıştır. Araştırmanın evreni, Konya'daki farklı okulöncesi eğitim kurumlarına devam eden öğrencilerden ve uyguladıkları programlardan oluşmaktadır. Grup seçiminde basit tesadüfi örnekleme yoluna gidilmiştir. Örnekleme alman toplam 201 öğrenciden; 88'i kız, 133 'ü erkektir. Araştırmada tarama ve deneysel model uygulanmıştır. Öğrencilerin gelişim düzeylerini "Psiko-Sosyal Özerklik ve Atılganlık Ölçeği" ile ölçülmüştür. Araştırmanın amacına göre Varyans analizi kullanılmış, F değerlerinin kaynağını ve grupların ortalamaları arasındaki farklılıklar "t" testi ile yapılmıştır. Bulgular: Okulöncesindeki farklı programların uygulanmasından sonra okul, yaş ve cinsiyete göre (kız ve erkeklere) öğrencilerin özerklik ve atılganlık gelişim puan ortalamaları arasmda anlamlı bir fark vardır. Bu bulgulara dayalı elde edilen sonuçlar tartışılmış ve buna bağlı öneriler geliştirilmiştir.
The aim of this study is to investigate how nursery (4-6 age groups) children's assertiveness and autonomy can be improved by adapting official and private nursery school programs in Konya city in Turkey. Therefore, this study examined different nursery programs in order to see whether those students' autonomy and assertiveness scores are effected by those programs. The sampling of this study was selected from the different nursery schools in Konya by using simple random sampling technique. Because of the variety of the children groups, the sample consisted of totally 201 students of which were 88 girls and 133 boys. In this study, quantitative method was used with which the researcher used psycho- social development scale concerning the assertiveness and autonomy in-order to collect quantitative data. The data collected for this study were analysed using variance analysis and the source of F values and the differences between the groups were checked by (t) test. The findings are; first different programs adapted in the nursery schools were effective on children's assertiveness and autonomy who took pretest and post test, second, in relation to gender, there is a considerable gender differences school, age and sexuality (girls and boys) regarding autonomy and assertiveness. In consistent with the findings, the recommendations and implications for practice were developed and reported in the dissertation. This research is expected to develop educational administrators' and professionals' understanding about how nursery school programs can be more effective on nursery pupils in relation to assertiveness and autonomy then they were. The findings suggested a further research by using large sample in different LEA nursery schools in different regions.
The aim of this study is to investigate how nursery (4-6 age groups) children's assertiveness and autonomy can be improved by adapting official and private nursery school programs in Konya city in Turkey. Therefore, this study examined different nursery programs in order to see whether those students' autonomy and assertiveness scores are effected by those programs. The sampling of this study was selected from the different nursery schools in Konya by using simple random sampling technique. Because of the variety of the children groups, the sample consisted of totally 201 students of which were 88 girls and 133 boys. In this study, quantitative method was used with which the researcher used psycho- social development scale concerning the assertiveness and autonomy in-order to collect quantitative data. The data collected for this study were analysed using variance analysis and the source of F values and the differences between the groups were checked by (t) test. The findings are; first different programs adapted in the nursery schools were effective on children's assertiveness and autonomy who took pretest and post test, second, in relation to gender, there is a considerable gender differences school, age and sexuality (girls and boys) regarding autonomy and assertiveness. In consistent with the findings, the recommendations and implications for practice were developed and reported in the dissertation. This research is expected to develop educational administrators' and professionals' understanding about how nursery school programs can be more effective on nursery pupils in relation to assertiveness and autonomy then they were. The findings suggested a further research by using large sample in different LEA nursery schools in different regions.
Açıklama
Anahtar Kelimeler
Atılganlık, Assertiveness, Eğitim programları, Education programs, Okul öncesi eğitim, Preschool education, Okul öncesi çocuklar, Preschool children, Özerklik, Autonomy
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kaya, A. (2000). Okulöncesi eğitim kurumlarında uygulanan program ve farklı etkinliklerin çocukların özerklik (otonomi) ve atılganlık düzeylerine etkisinin incelenmesi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
