Anne eğitim programının 5-6 yaş çocuklarının temel eğitime hazır bulunuşluk düzeyine etkisinin incelenmesi
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Dosyalar
Tarih
2011-01-04
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Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma okulöncesi eğitim imkânlarından yararlanamayan çocukların annelerine verilen Temel Eğitime Hazırlıkta Anne Eğitim Programının (TEHAEP) 5?6 yaş çocuklarının okula hazır bulunuşluk düzeylerine etkisini incelemek amacıyla yapılmıştır. Araştırmada gerçek deneme modellerinden, öntest/ sontest kontrol gruplu model uygulanmıştır. Araştırmanın çalışma grubunu, Konya İli Selçuklu İlçesi Bosna Hersek Mahallesi'nde oturan (alt sosyo ekonomik-alt sosyo kültürel düzey) okulöncesi eğitime devam etmeyen çocuklar ve anneleri oluşturmaktadır.(28 deneme, 27 kontrol grubunda olmak üzere toplam 55 anne ve çocuğu). Araştırmada veri toplama aracı olarak çocuklar için: ?Peabody Resim-Kelime Testi?, ?Metropolitan Okul Olgunluk Testi? ve ?Sosyal-Duygusal Becerileri Değerlendirme Ölçeği, anneler için: ?TEHAEP Başarı Testi? ile ?Anne Eğitim Programına Yönelik Tutum Ölçeği? kullanılmıştır. Araştırmada 5?6 yaş çocuklarının okula hazır bulunuşluk becerilerine etkisini incelemek amacıyla Temel Eğitime Hazırlıkta Anne Eğitim Programı (TEHAEP) hazırlanmıştır. Uygulama haftada iki oturum şeklinde 14 hafta grup eğitimi şeklinde sürdürülmüştür. Uygulamanın ardından deneme ve kontrol gruplarına ilgili ölçekler son-test olarak uygulanmış ve son-testlerin uygulanmasından sekiz hafta sonra deneme grubuna ölçekler tekrar uygulanmıştır.Öntest, sontest ve izleme testlerinde deneme ve kontrol gruplarının puanları arasında fark olup olmadığının belirlenmesinde, değişkenlerin özelliklerine bağlı olarak; bağımsız t testi kullanılmıştır. Ayrıca deneme ve kontrol gruplarının kendi içerisindeki ilerlemelerin kaydedilmesi amacıyla farklılıkları test etmek için (Öntest-sontest) ise bağımlı t-testinden yararlanılmıştır. Araştırma sonucunda, deneme grubu çocuklarının bilişsel, dil ve sosyal- duygusal becerilerine ilişkin erişi (öntest-sontest) puanlarında anlamlı düzeyde artış saptanmıştır. Sosyal becerilerdeki artış diğer becerilerden daha azdır. Deneme grubunda yer alan çocukların sontest-izleme testi puanlarında dil, bilişsel ve duygusal becerilerindeki artış anlamlı bulunurken, sosyal becerilerindeki artış anlamlı bulunmamıştır. Deneme grubunda yer alan annelerin bilgi düzeylerine ilişkin erişi (öntest-sontest) puanlarında anlamlı yönde bir artış görülürken; deneme grubu annelerinin kazandıkları bilgi düzeylerinde sontest-izleme testi puanları arasında bir miktar azalma gözlenmekle birlikte bu azalma ? =0.05 düzeyinde anlamlı değildir. Annelerin uygulanan programa yönelik tutumları tam olumludur.Sonuç olarak ?Temel Eğitime Hazırlıkta Anne Eğitim Programı? deneme grubunda yer alan annelerin çocuklarının temel eğitime hazırlık becerilerini desteklerken, annelerin bilgi düzeyini arttırmaktadır.
The purpose of this research is to examine the effects of the Mother Training Program for Basic Education (MTPBE), given to the mothers whose children had no advantage of pre-school education, on school readiness levels of children at the ages of five and six. In the research the pre-test and post-test control group model was applied. Children from five to six age group who have no kindergarten education and mothers living in Bosna Hersek neighborhood (the lower socio-economic and socio-cultural level) of Selçuklu district, in Konya consist the study group of the research with the number of 55 in total, for each group (28 experimental and 27 control). While the `Peabody Picture Vocabulary Test?, the `Metropolitan School Readiness Test?, and the `Social- Emotional Skills Rating Scale (age 5-6)? are used to collect the data for children, for mothers the `Mother Training Program For Basic Education Achievement Test? (MTPBEAT) and `Maternal Attitude Scale for Education Program? are used. In order to examine the effect of school readiness skills of 5-6 years old children in the study Maternal Education Program for Basic Education Readiness (MEPBER) was prepared by the researcher. Mothers in the experimental group received 2, 5-hour practice twice a week throughout the 14 weeks for 28 sessions of TEHAEP and were in the form of group training. After the application, the scales were applied to the experimental and control groups as post-test and eight weeks after the application of post-tests, scales were applied to experimental group again to monitor the implementation of the permanence of TEHAEP. In pre-test, post-test and follow-up tests for determining whether there is a difference between the scores of the experimental and control groups, depending on the characteristics of variables, the independent t test was used. In addition, in order to test the recording of differences of experimental and control groups progress within themselves (pretest-posttest) the dependent t-test was used. In the end of the research, there is a meaningful increase between pre-test-post-test scores of cognitive, language and social-emotional skills. A meaningful increase is found in language skills (pretest-posttest scores). The increase in social skills was less than the increase in the other skills. While children?s posttest- follow- up test scores in the experimental group was found meaningful in their language, cognitive and emotional skills, the increase in their social skills was not found significant. While the scores related to mothers? knowledge level in the experimental group (pretest-posttest) have increased significantly. Although a decrease has seen in posttest- follow-up test scores of mothers' level of knowledge gained in the experimental group, the amount of this decrease is not significant at ? = 0.05 level. In line with the results of the study, the overall result of the "Basic Education Training Program in preparation for Mother"; while it is supporting the children of the mothers? in the experimental group in their basic education readiness skills, it also increases the level of mothers? knowledge.
The purpose of this research is to examine the effects of the Mother Training Program for Basic Education (MTPBE), given to the mothers whose children had no advantage of pre-school education, on school readiness levels of children at the ages of five and six. In the research the pre-test and post-test control group model was applied. Children from five to six age group who have no kindergarten education and mothers living in Bosna Hersek neighborhood (the lower socio-economic and socio-cultural level) of Selçuklu district, in Konya consist the study group of the research with the number of 55 in total, for each group (28 experimental and 27 control). While the `Peabody Picture Vocabulary Test?, the `Metropolitan School Readiness Test?, and the `Social- Emotional Skills Rating Scale (age 5-6)? are used to collect the data for children, for mothers the `Mother Training Program For Basic Education Achievement Test? (MTPBEAT) and `Maternal Attitude Scale for Education Program? are used. In order to examine the effect of school readiness skills of 5-6 years old children in the study Maternal Education Program for Basic Education Readiness (MEPBER) was prepared by the researcher. Mothers in the experimental group received 2, 5-hour practice twice a week throughout the 14 weeks for 28 sessions of TEHAEP and were in the form of group training. After the application, the scales were applied to the experimental and control groups as post-test and eight weeks after the application of post-tests, scales were applied to experimental group again to monitor the implementation of the permanence of TEHAEP. In pre-test, post-test and follow-up tests for determining whether there is a difference between the scores of the experimental and control groups, depending on the characteristics of variables, the independent t test was used. In addition, in order to test the recording of differences of experimental and control groups progress within themselves (pretest-posttest) the dependent t-test was used. In the end of the research, there is a meaningful increase between pre-test-post-test scores of cognitive, language and social-emotional skills. A meaningful increase is found in language skills (pretest-posttest scores). The increase in social skills was less than the increase in the other skills. While children?s posttest- follow- up test scores in the experimental group was found meaningful in their language, cognitive and emotional skills, the increase in their social skills was not found significant. While the scores related to mothers? knowledge level in the experimental group (pretest-posttest) have increased significantly. Although a decrease has seen in posttest- follow-up test scores of mothers' level of knowledge gained in the experimental group, the amount of this decrease is not significant at ? = 0.05 level. In line with the results of the study, the overall result of the "Basic Education Training Program in preparation for Mother"; while it is supporting the children of the mothers? in the experimental group in their basic education readiness skills, it also increases the level of mothers? knowledge.
Açıklama
Anahtar Kelimeler
Measurement and evaluation, Ölçme-değerlendirme, Child development, Çocuk gelişimi, Anne eğitimi, Mother education, Eğitim programları, Education programs, Hazır bulunma, Attendance, Hazıroluşluk düzeyi, Readiness level, Okul öncesi eğitim, Preschool education, Okul öncesi çocuklar, Preschool children, Temel eğitim, Basic education
Kaynak
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Scopus Q Değeri
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Künye
Pirpir, D. A. (2011). Anne eğitim programının 5-6 yaş çocuklarının temel eğitime hazır bulunuşluk düzeyine etkisinin incelenmesi. Selçuk Üniversitesi, Yayımlanmış doktora tezi, Konya.
