Oyun temelli dikkat eğitim programının 5-6 yaş çocuklarının dikkat ve dil becerilerine etkisinin incelenmesi
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Tarih
2013-01-19
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Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmada; araştırmacı tarafından hazırlanan 'Oyun Temelli Dikkat Eğitim Programının' 5 ve 6 yaş çocukların dikkat ve dil becerilerine olan etkisi araştırılmıştır. Deneme modelinde olan araştırmanın çalışma grubunu 2011-2012 eğitim- öğretim yılında, Karaman il merkezinde bulunan, Milli Eğitim Bakanlığı'na bağlı anaokulların da yarım gün öğrenim gören 5-6 yaş grubu 62 çocuk oluşturmaktadır. Çocukların dikkat becerilerini belirlemek amacıyla 'Frankfurter Tests Für Fünfjahrige-Konzentration- FTF-K (5 Yaşındaki Çocuklar İçin Konsantrasyon Testi)', dil becerilerini belirlemek amacıyla da 'Peabody- Picture-Vocabulary Test (Peabody Resim Kelime Testi)' veri toplama aracı olarak kullanılmıştır. Ayrıca, araştırmaya katılan öğrencilerin, demografik özelliklerini belirlemek amacıyla araştırmacı tarafından hazırlanan 'Kişisel Bilgi Formu' kullanılmıştır. 'FTF-K (5 Yaşındaki Çocuklar İçin Konsantrasyon Testi)' ve 'Peabody Resim Kelime Testi' ön test olarak uygulanmıştır. Deneme grubunda yer alan çocuklara, 10 hafta, hafta da 2 kez ve 30-40 dakika süren 'Oyun Temelli Dikkat Eğitim Programı' uygulanmıştır. Bu süreçte kontrol grubu ile herhangi bir çalışma yapılmamıştır. Eğitim programının bitiminden hemen sonra hem deneme hem de kontrol grubunda yer alan çocuklara aynı testler son test olarak uygulanmıştır. Araştırma verileri SPSS 15.0 for WINDOWS istatistik paket programı kullanılarak çözümlenmiştir. Deneme ve kontrol grubundaki öğrencilerin dikkat ve dil beceri düzeyleri arasında anlamlı bir fark olup olmadığını test etmek için bağımsız t- testi, grupların kendi içerisindeki ilerlemelerin kaydedilmesi amacıyla (öntest- sontetst) bağımlı t testi yapılmıştır. Araştırmanın bulguları, deneme ve kontrol grubundaki çocukların dikkat ve dil beceri düzeylerinde .05 düzeyinde farklılık olduğunu ve ancak deneme grubundaki öğrencilerin dikkat ve dil beceri düzeylerindeki artışın daha yüksek olduğunu ortaya koymaktadır. Okulöncesi eğitim alma her iki grupta da dikkat ve dil becerilerini olumlu etkilemektedir. Ancak deneme grubundaki artış yüksekliğin nedeni Okulöncesi eğitime ilave uygulanan 'Oyun Temelli Dikkat Eğitim Programı'ndan kaynaklandığı söylenebilir. Bu araştırmanın sonucunda, 'Oyun Temelli Dikkat Eğitim Programını' 5 ve 6 yaş çocuklarının dikkat ve dil beceri düzeylerini arttırmada etkili olduğu söylenebilir. Anahtar Kelimeler: Dikkat, Çocuklarda Dikkat, Dil, Çocuklarda Dil Gelişimi, Oyun, Oyun Yolu İle Öğrenme
In this study, Effect of "Game-Based Attention Training Program", prepared by the researcher, on attention and language skills of 5 and 6 year old children, was investigated. The study group of this experimental model research was formed by 5-6 years old 62 children that attended half-day program in kindergartens under Ministry of Education in Karaman city center in 2011-2012 academic year. As a data collection tool "Frankfurter Tests Für Fünfjahrige-Konzentration-FTF-K (Concentration Test for 5-Year-Old Children)" was used in order to determine attention skills of the children while "Peabody-PictureVocabulary Test" was used to determine language skills of them. In addition, "Personal Information Form" prepared by the researcher, was used to determine the demographic characteristics of the students participating in the study. "FTF-K (Concentration Test for 5-Year-Old Children)" and "Peabody Picture Vocabulary Test" was applied as pre-test. "Game-Based Attention Training Program" which lasts 30-40 minutes, was applied with the children in the experimental group for 10 weeks, twice in a week. During this period no work was done with the control group. Immediately after the end of the training program the same tests was applied to the children in both the experimental and the control group as post-test. The research data were analyzed by the statistical software package SPSS 15.0 for Windows. Independent t-test was used in order to test if there is a significant difference between attention and language skill levels of students in the experiment group and control group, while dependent t test was performed to record the progress within the groups (pretest- posttest). Findings of the study show that there is a difference at .05 level between attention and language skill levels of the children in the experimental and control group, but the increase in attention and language skill levels of students in the experimental group was higher. Preschool education shows a positive effect on attention and language skills in both groups. However it can be said that the reason of the increase in the experimental group, was derived from the "Game-Based Attention Training Program" applied in addition to the Preschool education. As a result of this research, it can be said that "Game-Based Attention Training Program" is effective in increasing attention and language skill levels of 5 and 6 year old children. Key Words: Attention, Attention Issues in Children, Language, Language Development in Children, Game, Learning through Games
In this study, Effect of "Game-Based Attention Training Program", prepared by the researcher, on attention and language skills of 5 and 6 year old children, was investigated. The study group of this experimental model research was formed by 5-6 years old 62 children that attended half-day program in kindergartens under Ministry of Education in Karaman city center in 2011-2012 academic year. As a data collection tool "Frankfurter Tests Für Fünfjahrige-Konzentration-FTF-K (Concentration Test for 5-Year-Old Children)" was used in order to determine attention skills of the children while "Peabody-PictureVocabulary Test" was used to determine language skills of them. In addition, "Personal Information Form" prepared by the researcher, was used to determine the demographic characteristics of the students participating in the study. "FTF-K (Concentration Test for 5-Year-Old Children)" and "Peabody Picture Vocabulary Test" was applied as pre-test. "Game-Based Attention Training Program" which lasts 30-40 minutes, was applied with the children in the experimental group for 10 weeks, twice in a week. During this period no work was done with the control group. Immediately after the end of the training program the same tests was applied to the children in both the experimental and the control group as post-test. The research data were analyzed by the statistical software package SPSS 15.0 for Windows. Independent t-test was used in order to test if there is a significant difference between attention and language skill levels of students in the experiment group and control group, while dependent t test was performed to record the progress within the groups (pretest- posttest). Findings of the study show that there is a difference at .05 level between attention and language skill levels of the children in the experimental and control group, but the increase in attention and language skill levels of students in the experimental group was higher. Preschool education shows a positive effect on attention and language skills in both groups. However it can be said that the reason of the increase in the experimental group, was derived from the "Game-Based Attention Training Program" applied in addition to the Preschool education. As a result of this research, it can be said that "Game-Based Attention Training Program" is effective in increasing attention and language skill levels of 5 and 6 year old children. Key Words: Attention, Attention Issues in Children, Language, Language Development in Children, Game, Learning through Games
Açıklama
Anahtar Kelimeler
Dil gelişimi, Language development, Dil becerileri, Language skills, Okul öncesi çocuklar, Preschool children, Okul öncesi eğitim, Preschool education, Oyunla öğretim, Teaching with game, Dikkat, Attention
Kaynak
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Scopus Q Değeri
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Künye
Gözalan, E. (2013). Oyun temelli dikkat eğitim programının 5-6 yaş çocuklarının dikkat ve dil becerilerine etkisinin incelenmesi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
