Anaokuluna devam eden 6 yaş grubu çocukların sosyal gelişimlerinin algılanan anne-baba tutumları ve bazı değişkenlere göre incelenmesi
Yükleniyor...
Dosyalar
Tarih
2004
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, anaokuluna devam eden 6 yaş grubu çocukların sosyal gelişimleri algılanan ana baba tutumları ve bazı değişkenlere göre incelenmiştir. Araştırma, genel tarama modelindedir. Araştırmanın bağımsız ve bağımlı değişkenleri arasında ilişkisel tarama yapılmıştır. 6 yaş çocuklarının sosyal gelişimlerinin, algılanan anne-baba tutumları ve bazı değişkenlere göre farklılaşıp farklılaşmadığını belirlemek amacıyla veriler toplanmıştır. Araştırmanın evrenini 2002-2003öğretim yılında Konya İl Merkezinde Milli Eğitim Bakanlığı'na bağlı okulöncesi eğitim kurumlarına devam eden altı yaşındaki çocuklar oluşturmaktadır. Araştırmanın örneklemi ise evreni oluşturan Konya İl Milli Eğitim Müdürlüğü' ne merkeze bağlı özel ve resmi okulöncesi eğitim kurumlan arasından tesadüfi küme örnekleme yoluyla belirlenmiştir. Belirlenmesinde aşağıdaki yol izlenmiştir: - Yansız atama (örnekleme) ile yapılmıştır. -Tesadüfi küme örnekleme yöntemi ile anaokuluna devam eden 6 yaş çocukları araştırmaya dahil edilmiştir. Araştırmanın örneklemi, evrenden tesadüfi yöntemle seçilen 43 'ü kız, 57 'si erkek toplam 100 çocuk oluşturmaktadır. Örnekleme alınan çocukların %57'si Hazım Uluşahin İlköğretim okulundan, %20'si İbrahim Yapıcı İlköğretim Okulundan, %11'i Ayşe Tümer İlköğretim Okulundan, %4'ü Prof. Dr. İhsan Doğramacı Uygulama Okulundan örneklemi oluşturmaktadır. Annelere çocukların sosyal gezimlerini belirlemek için sosyal uyum skalası ve çocukların özlük niteliklerini belirlemek için kişisel bilgi formu uygulanmış; algılanan anne baba tutumlarını belirlemek için ise çocuklara aile tutumları testi uygulanmıştır. Verilerin analizinde anlam düzeyi 0.05 olarak benimsenmiştir. Araştırma bulguları aşağıda özetlenmiştir. 163 1. Resimdeki sahnede çocuğu mutlu olarak algılayan çocuklar ile çocuğu mutsuz olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 2. Resimdeki çocuğu uslu, yaramaz ve bazen uslu bazen yaramaz olarak algılayan çocuklar ile çocuğu mutsuz olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmaktadır 3. Çocuğun yaptığı kötü şeyler ve aldığı cezalan yorumlama biçimine göre zaten uslu cezalandırılmıyor, normal yaramazlık hafif ceza, normal yaramazlık dayak ve yaramazlık cezası belli değil olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farkhlaşmamaktadır. 4. Çocuğun anne babanın çocuğa karşı sevgisini yorumlama biçimine göre daima severler, sevmezler, bazen severler yaramazlık yapınca sevmezler olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farldılaşmamaktadır. 5. Çocuğun anne babasma karşı sevgisini algılama biçimine göre daima sever, sevmez, bazen sever, birini sever diğerini sevmez olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farldılaşmamaktadır. 6. Kapıdaki adamı yorumlama biçimine göre arkadaş-akraba-komşu-misafir, iyi bir yabancı, kötü bir yabancı ve belirtilmemiş olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farldılaşmamaktadır. 7. adam çocuk ilişkisini algılama biçimine göre çocuk sever-adam çocuğu sever, çocuk sever-adam çocuğu sevmez, çocuk sevmez-adam çocuğu sever ve çocuk sevmez-adam çocuğu sevmez olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farldılaşmamaktadır. 8. Çocuk niye yalnızı algılama biçimine göre yaramazlık yaptı cezalı, onu evde bıraktılar, evde kimse yok çocuk kapıda, çocuk yalnız kalmak istedi ve anne baba doktorda olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farldılaşmamaktadır. 9. Çocuk ne düşünüyoru algılama biçimine göre yaramazlık yaptı pişman, yaramazlık yapmayı düşünüyor. Arkadaşına kızmış, ağlıyor üzgün yalnız olduğu 164 için düşünüyor, anne babayı bekliyor ve anne babaya kızgın olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 10. Anne baba nerede ile ilgili algılama biçimine göre evde, evde değiller ve doktorda olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 11. Kapı ile ilgili algılama biçimine göre kapalı, kilitli ve çocuk dışarıda olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 12. Çocuğun yalnızlık süresi ile ilgili algılama biçimine göre kısa süre, uzun süre ve belli değil olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 13. Hikayenin sonu ile ilgili algılama biçimine göre barışıyorlar çocuk affediliyor, yine cezalandırılıyor ve belli değil olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 14. Anne baba ne yapıyor ile ilgili algılama biçimine göre kavga, tartışma ve konuşma-münakaşa olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 15. Çatışma konusu nedir ile ilgili algılama biçimine göre genel, çocuk hakkında ve maddi durum olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 16. Çocuk söylenilenleri anlıyor mu? ile ilgili algılama biçimine göre anlıyor ve anlamıyor olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 17. Çocuk ne yapıyor? ile ilgili algılama biçimine göre çocuk endişeli anne babayı düşünüyor, çocuk onları eleştiriyor kızıyor, dinliyor, düşünüyor tepki yok ve anlamıyor konuşulanı merak ediyor olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmaktadır. 18. Hikayenin sonu ile ilgili algılama biçimine göre iyi, kötü ve belli değil olarak algılayan çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 165 19. Çocukların cinsiyetlerine göre okul öncesi eğitime devam eden kız çocukları ile erkek çocukların sosyal gelişim puan ortalamaları anlamlı düzeyde farklılaşmamaktadır. 20. Doğum sırasına göre okul öncesi eğitime devam eden çocukların, sosyal gelişim puan ortalamalarının anlamlı düzeyde farklılaşmamaktadır. 21. Kardeş sayısına göre okul öncesi eğitime devam eden çocukların, sosyal gelişim puan ortalamalarının anlamlı düzeyde farklılaşmamaktadır. 22. Annenin eğitim durumuna göre okul öncesi eğitime devam eden çocukların sosyal gelişim puan ortalamalarının anlamlı düzeyde farklılaşmaktadır. 23. Annenin çalışma durumuna göre okul öncesi eğitime devam eden çocukların sosyal gelişim puan ortalamalarının anlamlı düzeyde farklılaşmaktadır. Bulgularda elde edilen sonuçlar tartışılmış ve buna bağlı öneriler geliştirilmiştir.
In this study, the 6 year group children's attending kindergarten the parent attitudes which their social development has been perceived are studied according to some variables. Study is in general survey model. A relational survey has been made between the study's dependant and independant variables. Data has been collected inorder to determine if a 6 year old child's social development has changed according to perceived parent attitudes and some other variables. The universe of the study is composed of 6 year old children attending pre school educational institutions committed to National Education Ministery in 2002- 2003 in the center of Konya. The sample of the study is determined amoung private and formal pre-school educational institutions by means of random set sample method. While determining that this is followed: - It' s done with neutral appointment (sampling) - The 6 year old children attending to kindergarten are involved in the study by means of random set sample method. The sample of the study is composed of randomly chosen 100 children, 43 girls and 57 boys. The children which are involved in the sample are %57 from Hazım Uluşahin Primary School, %20 from İbrahim Yapıcı Primary School, %11 from Ayşe Turner Primary School and %4 from Prof. Dr. İhsan Doğramacı Application School. In order to determine the children's social development social adaptation scale and in order to determine children's self characteristics Personel information form has been applied. In the analysis of the data reasonable level is 0.05. The findings of the study are summarized below: 1. The average social development scores of the children who have perceived the child in the scene in the picture happy and the children who have perceived the child in the scene in the picture unhappy have not been varied in a reasonable way. 167 2. The average social development scores of the children who have perceived the child in the scene in the picture well-behaved, naughty and sometimes well-behaved and sometimes naughty, and the children who have perceived the child in the scene in the picture unhappy have been varied in a reasonable way. 3. The average social development scores of the children who have perceived the child as well-behaved not being punished, normal naughty weak punishment, normal naughty beating and naughty punishment is not clear according to their style of commenting on the bad behaviour and their punishment have not varied in a reasonable way. 4. The average social development scores of the children who have perceived their parents as they always love, they do not love, they sometimes love, they do not love when you are naughty according to their parent's style of interpreting their love have not varied in a reasonable way. 5. The average social development scores of the children who have perceived their parents as they always love, they do not love, they sometimes love, they love one of them and not the other one according to their interpreting the perceiving style of the child's love to this parents have not varied in a reasonable way. 6. The average social development scores of the children who have perceived the man in front of the door as friend-relative- neighbour-guest, a good stranger, a bad stranger, and not identified according to their interpreting the man have not varied in a reasonable way. 7. The average social development scores of the children who have perceived the man as the child loves the man-the man loves the child, the child loves- the man does not love the child, the child does not love- the man loves and the child does not love-the man does not love the child according to his understanding style of the man-the child relation have not varied in a reasonable way. 8. The average social development scores of the children who have perceived the situation as the child was naughty and he is guilty, they left him at home, 168 there is no one at home the child is outside, the child wanted to stay alone and the father is at the doctor's office according to the child's perception of why the child is alone have not varied in a reasonable way. 9. The average social development scores of the children who have perceived the situation as he was naughty and regretful, he is thinking of being naughty, he got annoyed with his friend, he is crying and he is sorry, he is thinking because he is alone, he is waiting for his family and he is annoyed with his family according to his perception style of what the child is thinking of have not varied in a reasonable way. 10. The average social development scores of the children who have perceived the situation as the parents are at home, they are not at home and they are at the doctor's office according to the child's perception style of where his parents are have not varied in a reasonable way. 11. The average social development scores of the children who have perceived the door as closed, locked, and the child is outside according to their perception style about the door have not varied in a reasonable way. 12. The average social development scores of the children who have perceived the time as short time, long time and not clear according to the child's perception style about the time spent alone have not varied in a reasonable way. 13. The average social development scores of the children who have perceived the end of the story as they make peace and the child is being forgiven, he is being punished again and it is not clear according to their perception style about the end of the story. 14. The average social development scores of the children who have perceived his parents as they fight, debate or talk-quarrel according to their perception of what their parents are doing have not varied in a reasonable way. 15. The average social development scores of the children who have perceived the subject of the quarrel as general, about the child, and financial situation according their perception of what the quarrel topic is have not varied in a reasonable way. 169 16. The average social development scores of the children who have perceived what is said as they understand and they do not understand according to their perception if the child is understanding what is being told have not varied in a reasonable way. 17. The average social development scores of the children who have perceived what the child is doing as the anxious mother is thinking the father, the child is criticizing them, getting angry with them, listening them, thinking but no reaction and does not understand, is curious about what is told according to their perception of what the child is doing have varied in a reasonable way. 18. The average social development scores of the children who have perceived the end of the story as good, bad, and not clear according to their perception about the end of the story have not varied in a reasonable way. 19. The average social development scores of the girls and the boys who have maintained their pre-school education according to their gender differences have not varied in a reasonable way. 20. The average social development scores of the children who have maintained their pre-school education according to their birth order have not varied in a reasonable way. 21. The average social development scores of the children who have maintained their pre-school education according to their sibling number have not varied in a reasonable way. 22. The average social development scores of the children who have maintained their pre-school education according to their mother's educational career have not varied in a reasonable way. 23. The average social development scores of the children who have maintained their pre-school education according to their mother's working situation have not varied in a reasonable way. The results gained from the findings have been discussed and some advices have been developed depending on them.
In this study, the 6 year group children's attending kindergarten the parent attitudes which their social development has been perceived are studied according to some variables. Study is in general survey model. A relational survey has been made between the study's dependant and independant variables. Data has been collected inorder to determine if a 6 year old child's social development has changed according to perceived parent attitudes and some other variables. The universe of the study is composed of 6 year old children attending pre school educational institutions committed to National Education Ministery in 2002- 2003 in the center of Konya. The sample of the study is determined amoung private and formal pre-school educational institutions by means of random set sample method. While determining that this is followed: - It' s done with neutral appointment (sampling) - The 6 year old children attending to kindergarten are involved in the study by means of random set sample method. The sample of the study is composed of randomly chosen 100 children, 43 girls and 57 boys. The children which are involved in the sample are %57 from Hazım Uluşahin Primary School, %20 from İbrahim Yapıcı Primary School, %11 from Ayşe Turner Primary School and %4 from Prof. Dr. İhsan Doğramacı Application School. In order to determine the children's social development social adaptation scale and in order to determine children's self characteristics Personel information form has been applied. In the analysis of the data reasonable level is 0.05. The findings of the study are summarized below: 1. The average social development scores of the children who have perceived the child in the scene in the picture happy and the children who have perceived the child in the scene in the picture unhappy have not been varied in a reasonable way. 167 2. The average social development scores of the children who have perceived the child in the scene in the picture well-behaved, naughty and sometimes well-behaved and sometimes naughty, and the children who have perceived the child in the scene in the picture unhappy have been varied in a reasonable way. 3. The average social development scores of the children who have perceived the child as well-behaved not being punished, normal naughty weak punishment, normal naughty beating and naughty punishment is not clear according to their style of commenting on the bad behaviour and their punishment have not varied in a reasonable way. 4. The average social development scores of the children who have perceived their parents as they always love, they do not love, they sometimes love, they do not love when you are naughty according to their parent's style of interpreting their love have not varied in a reasonable way. 5. The average social development scores of the children who have perceived their parents as they always love, they do not love, they sometimes love, they love one of them and not the other one according to their interpreting the perceiving style of the child's love to this parents have not varied in a reasonable way. 6. The average social development scores of the children who have perceived the man in front of the door as friend-relative- neighbour-guest, a good stranger, a bad stranger, and not identified according to their interpreting the man have not varied in a reasonable way. 7. The average social development scores of the children who have perceived the man as the child loves the man-the man loves the child, the child loves- the man does not love the child, the child does not love- the man loves and the child does not love-the man does not love the child according to his understanding style of the man-the child relation have not varied in a reasonable way. 8. The average social development scores of the children who have perceived the situation as the child was naughty and he is guilty, they left him at home, 168 there is no one at home the child is outside, the child wanted to stay alone and the father is at the doctor's office according to the child's perception of why the child is alone have not varied in a reasonable way. 9. The average social development scores of the children who have perceived the situation as he was naughty and regretful, he is thinking of being naughty, he got annoyed with his friend, he is crying and he is sorry, he is thinking because he is alone, he is waiting for his family and he is annoyed with his family according to his perception style of what the child is thinking of have not varied in a reasonable way. 10. The average social development scores of the children who have perceived the situation as the parents are at home, they are not at home and they are at the doctor's office according to the child's perception style of where his parents are have not varied in a reasonable way. 11. The average social development scores of the children who have perceived the door as closed, locked, and the child is outside according to their perception style about the door have not varied in a reasonable way. 12. The average social development scores of the children who have perceived the time as short time, long time and not clear according to the child's perception style about the time spent alone have not varied in a reasonable way. 13. The average social development scores of the children who have perceived the end of the story as they make peace and the child is being forgiven, he is being punished again and it is not clear according to their perception style about the end of the story. 14. The average social development scores of the children who have perceived his parents as they fight, debate or talk-quarrel according to their perception of what their parents are doing have not varied in a reasonable way. 15. The average social development scores of the children who have perceived the subject of the quarrel as general, about the child, and financial situation according their perception of what the quarrel topic is have not varied in a reasonable way. 169 16. The average social development scores of the children who have perceived what is said as they understand and they do not understand according to their perception if the child is understanding what is being told have not varied in a reasonable way. 17. The average social development scores of the children who have perceived what the child is doing as the anxious mother is thinking the father, the child is criticizing them, getting angry with them, listening them, thinking but no reaction and does not understand, is curious about what is told according to their perception of what the child is doing have varied in a reasonable way. 18. The average social development scores of the children who have perceived the end of the story as good, bad, and not clear according to their perception about the end of the story have not varied in a reasonable way. 19. The average social development scores of the girls and the boys who have maintained their pre-school education according to their gender differences have not varied in a reasonable way. 20. The average social development scores of the children who have maintained their pre-school education according to their birth order have not varied in a reasonable way. 21. The average social development scores of the children who have maintained their pre-school education according to their sibling number have not varied in a reasonable way. 22. The average social development scores of the children who have maintained their pre-school education according to their mother's educational career have not varied in a reasonable way. 23. The average social development scores of the children who have maintained their pre-school education according to their mother's working situation have not varied in a reasonable way. The results gained from the findings have been discussed and some advices have been developed depending on them.
Açıklama
Anahtar Kelimeler
Ana-baba algısı, Parents perception, Ana-baba tutumu, Parents attitude, Anaokulları, Kindergartens, Okul öncesi çocuklar, Preschool childrens, Sosyal gelişme, Social development, Çocuk gelişimi, Child development
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Orçan, M. (2004). Anaokuluna devam eden 6 yaş grubu çocukların sosyal gelişimlerinin algılanan anne-baba tutumları ve bazı değişkenlere göre incelenmesi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
