5-6 yaş çocuklarının dil gelişim düzeyleri ile sosyal kabul durumları arasındaki ilişkinin incelenmesi
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Dosyalar
Tarih
2012-07-11
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada; okulöncesi eğitim kurumuna devam etmekte olan 5-6 yaş çocuklarının
dil gelişim düzeylerine ve sosyal kabul durumlarına yaş, cinsiyet, sosyoekonomik düzey ve
okulöncesi eğitim kurumuna devam etme süresi değişkenlerinin etkisi ve 5-6 yaş çocuklarının
dil gelişim düzeyleri ile sosyal kabul durumları arasındaki ilişki araştırılmıştır.
Tarama modelinde olan araştırmanın çalışma grubunu 2011-2012 eğitim-öğretim
yılında, Konya il merkezi merkez ilçelerinde bulunan, Milli Eğitim Bakanlığı’na bağlı
ilköğretim okullarının anasınıflarında öğrenim gören alt ve üst sosyoekonomik grupta yer alan
5-6 yaş grubu 327 çocuk ve onların öğretmenleri oluşturmaktadır.
Çocukların Sosyal Kabul Durumunu belirlemek amacıyla “Küçük Çocuklar İçin
Kendilik Algısı Ölçeği” nin “Öğretmen Formu” (The Self Perception Scale for Children
S.P.S.C), dil gelişim düzeyinde kelime tanıma bilgisi için de “Peabody Resim Kelime Testi”
(Peabody Picture Vocabulary Test P.P.V.T) veri toplama aracı olarak kullanılmıştır. Ayrıca,
araştırmaya katılan öğrencilerin, demografik özelliklerini belirlemek amacıyla araştırmacı
tarafından hazırlanan “Kişisel Bilgi Formu” kullanılmıştır.
Peabody Resim Kelime Testi okulöncesi eğitim kurumuna devam eden 5-6 yaş arası
çocuklara, her çocuğa bireysel olarak bizzat araştırmacı tarafından uygulanmıştır. Araştırmacı
uygulamadan önce öğretmenlerle görüşerek, uygun görülen yerde çocuk ve araştırmacı bir
odada yalnız olmak kaydıyla sırayla dil testini uygulamıştır. Küçük Çocuklar için Kendilik
Algısı Ölçeği’ni (Öğretmen Formu) çocuğu en az 4 aydan beri tanıyan öğretmenlerin
değerlendirme yapmaları tercih edilmiştir. Uygulama her bir çocuk için yaklaşık 6-7 dakika
almaktadır. Öğretmenlere formu nasıl dolduracakları açıklandıktan sonra bir hafta süre
verilmiş ve yalnızca kendi gözlemlerine göre değerlendirme yapmaları istenmiştir.
Araştırmaya katılan öğrencilere uygulanan ölçeklerden elde edilen veriler kodlanarak
bilgisayara yüklenmiş ve bu veriler SPSS 16.0 for WINDOWS istatistik paket programı
kullanılarak çözümlenmiştir. Çalışma grubuna katılan çocukların ve ebeveynlerin demografik
bilgileri n ve yüzde değerleri ile hesaplanmıştır.
İki değişkenli faktörlerin etkilerinin hesaplanmasında t-testi kullanılarak hesaplama
yapılmıştır. Dil puanları ile sosyal kabul puanları arasındaki ilişkinin hesaplanmasında ise
korelasyon analizi yapılmıştır. Bilişsel yeterlilik, arkadaşlarca kabul edilme ve bedensel
yeterliliğin Peabody Resim Kelime testinden alınan puanı ne kadar yordadığını ortaya
v
koymak için çoklu regresyon analizi kullanılmıştır. İstatiksel karşılaştırmalarda anlamlılık
düzeyi 0,05 olarak kabul edilmiştir.
Araştırmadan elde edilen bulgular şu şekilde özetlenebilir:
1. Araştırmanın sonuçlarına göre; 5-6 yaş çocuklarının dil gelişim düzeylerinde yaş
değişkenine göre anlamlı düzeyde bir farklılaşma olduğu belirlenmiştir. Yaş
değişkeninin sosyal kabul durumuna etkisi incelendiğinde; Küçük Çocuklar için
Kendilik Algısı ölçeğinin Bilişsel Yeterlilik, Arkadaşlarca Kabul Edilme ve
Bedensel Yeterlik alt ölçeklerinde anlamlı düzeyde bir farklılık saptanmıştır.
2. Araştırmadan elde edilen bulgulara göre; 5-6 yaş çocuklarının dil gelişim düzeyleri
cinsiyet değişkenine göre anlamlı düzeyde farklılaşmamıştır. Cinsiyet değişkenin
sosyal kabul durumuna etkisi incelendiğinde; Küçük Çocuklar için Kendilik Algısı
ölçeğinin Arkadaşlarca Kabul Edilme alt boyutunda anlamlı düzeyde farklılaşma
olmadığı, Bilişsel Yeterlilik ve Bedensel Yeterlilik alt boyutunda ise anlamlı
düzeyde farklılık olduğu saptanmıştır.
3. Sonuçlara göre; 5-6 yaş çocuklarının dil gelişim düzeylerinde sosyoekonomik
düzey değişkenine göre anlamlı düzeyde farklılaşma olduğu belirlenmiştir.
Sosyoekonomik düzey değişkeninin sosyal kabul durumuna etkisi incelendiğinde;
Küçük Çocuklar için Kendilik Algısı ölçeğinin Bilişsel Yeterlilik, Arkadaşlarca
Kabul Edilme ve Bedensel Yeterlik alt ölçeklerinde anlamlı düzeyde bir farklılık
saptanmıştır.
4. Araştırmadan elde edilen bulgulara göre; 5-6 yaş çocuklarının dil gelişim
düzeylerinde okulöncesi eğitim kurumuna devam etme süresi değişkenine göre
anlamlı düzeyde bir farklılık olduğu belirlenmiştir. Okulöncesi eğitim kurumuna
devam etme süresi değişkeninin sosyal kabul durumuna etkisini incelendiğinde;
Küçük Çocuklar için Kendilik Algısı ölçeğinin Bilişsel Yeterlilik, Arkadaşlarca
Kabul Edilme ve Bedensel Yeterlik alt ölçeklerinde anlamlı düzeyde bir farklılık
saptanmıştır.
5. Sonuçlara göre; 5-6 yaş çocuklarının dil gelişim düzeyleri ile sosyal kabul
durumları arasında anlamlı düzeyde doğrusal bir ilişki olduğu saptanmıştır. Dil
gelişim puanları arttıkça, çocukların Küçük Çocuklar için Kendilik Algısı Ölçeği
alt boyutlarından Bilişsel Yeterlilik, Arkadaşlarca Kabul Edilme, Bedensel
Yeterlilik düzeylerinde de artış görülmektedir. Peabody Resim Kelime Testinden
vi
elde ettikleri puanları azaldıkça da, çocukların belirtilen alt ölçeklerdeki
puanlarında da azalma görülmektedir.
6. Yapılan regresyon analizlerinde; Küçük Çocuklar için Kendilik Algısı Ölçeği alt
boyutlarından Bilişsel Yeterlilik boyutu Peabody Resim Kelime Testinden
aldıkları puanın önemli bir yordayıcısı olarak bulunmuştur. Bilişsel yeterlilik dil
gelişim puanına ilişkin varyansın %28’ni açıklamaktadır. Çocuklar için Kendilik
Algısı Ölçeği alt boyutlarından Arkadaşlarca Kabul Edilme boyutu Peabody Resim
Kelime Testinden aldıkları puanın önemli bir yordayıcısı olarak bulunmuştur.
Arkadaşlarca kabul edilme dil gelişim puanına ilişkin varyansın %7,8’ni
açıklamaktadır. Küçük Çocuklar için Kendilik Algısı Ölçeği alt boyutlarından
Bedensel Yeterlilik boyutu Peabody Resim Kelime Testinden aldıkları puanın
önemli bir yordayıcısı olarak bulunmuştur. Bedensel yeterlilik dil gelişim puanına
ilişkin varyansın %13’ünü açıklamaktadır.
In this study, it was analyzed the impact of age, gender, socio-economic level and the variability span of attendance to pre-school institutions upon language development levels and social acknowledgement situation of 5-6 years old children who attend to the pre-school institutions and the relationship between language development levels and social acknowledgement situation of 5-6 years old children. The survey model in study group consisted of teachers and 327 children who ranked among lower and higher socio-economic groups, studied at independent day nurseries and nursery schools belonging to Ministry of National Education that were situated in the central districts of Konya city center in 2011-2012 academic year. In order to specify The Social Acknowledgement Situation of Children, “Instructor Form” of “The Self Perception Scale for Children S.P.S.C”, for word recognition in language development levels “Peabody Picture Vocabulary Test P.P.V.T” were utilized as data gathering instrument. Besides, in order to specify the demographical features of children who involved in the study, “Personal Data Form” designed by researcher was utilized. Peabody Picture Vocabulary Test P.P.V.T was applied by researcher especially individualistically to all 5-6 years old children who attend to the pre-school institutions. The researcher, by meeting with teachers, applied the language development test in a convenient place on condition that the child and researcher standed alone. The instructors who knew the child a span of 4 months were preferred to carry out the evaluation of The Self Perception Scale for Children S.P.S.C (Instructor Form) Application took approximately 6-7 minutes for each child. After explaining to the instructors how to fill in the form, it was given one week and it was wanted instructors to evaluate only in the direction of their own observations. Data obtained by scales applied to the students involved in the study installed into computer by coding and these data were analyzed by utilizing SPSS 16.0 for WINDOWS statistics packaged software. Demographical information of the children and their families involved in the study group was calculated with n and percent value. t-test was utilized in the calculation of the effects of bivariant factors. Coloration analysis was also utilized in the calculation of relationship between the language points and social acknowledgement points. The analysis of multi-regression was utilized in order to reveal how to predict the cognitive sufficiency, acknowledgement by friends and physical ii sufficiency of Peabody Picture Vocabulary Test. Meaningfulness level in statistical comparisons was accepted as 0.05. Evidences obtained in the study can be summarized in this way: 1. According to the results of the study, it was defined that there occurred a significant differentiation upon the age variety in the language development levels of the 5-6 years old children. When the effects of age variety upon social acknowledgement was analyzed; it was determined a significant differentiation at the lower scales of The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency. 2. According to the evidences obtained in the study, it did not differentiate significantly upon the gender variety in the language development levels of the 5-6 years old children. When the effects of gender variety upon social acknowledgement was analyzed; it was not determined a significant differentiation at lower scale of Acknowledgement by Friends in The Self Perception Scale for Children, but it was determined a significant differentiation at the lower scales of Cognitive Sufficiency and Physical Sufficiency. 3. According to the results, it was determined a significant differentiation upon socioeconomic levels in the language development levels of 5-6 years old children. When the effects of socio-economic level variety upon social acknowledgement was analyzed; it was determined a significant differentiation at the lower scales of The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency. 4. According to the evidences obtained in the study, it was determined a significant differentiation upon the variability span of attendance to the pre-school institutions in the language development levels of 5-6 years old children. When the effects of the variability span of attendance to the pre-school institutions upon social acknowledgement was analyzed; it was determined a significant differentiation at the lower scales of The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency. 5. According to the results, it was determined a significant linear relationship between the language development levels and social acknowledgement situations of 5-6 years old children. As the language development points increased, it was seen an increase in The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency of children. As the points obtained in the Peabody Picture Vocabulary Test decreased, the points of children that were defined in those scales decreased as well. iii 6. According to the regression analysis, the extent of Cognitive Sufficiency in the lower scales of The Self Perception Scale for Children was determined as an important predictor of the points gained from Peabody Picture Vocabulary Test. Variance related to cognitive sufficiency language development point explained 28 % of it. The extent of Acknowledgement by Friends in the lower scales of The Self Perception Scale for Children was determined as an important predictor of the points gained from Peabody Picture Vocabulary Test. Variance related to acknowledgement by friends language development point explained 7.8 % of it. The extent of Physical Sufficiency in the lower scales of The Self Perception Scale for Children was determined as an important predictor of the points gained from Peabody Picture Vocabulary Test. Variance related to physical sufficiency language development point explained 13 % of it.
In this study, it was analyzed the impact of age, gender, socio-economic level and the variability span of attendance to pre-school institutions upon language development levels and social acknowledgement situation of 5-6 years old children who attend to the pre-school institutions and the relationship between language development levels and social acknowledgement situation of 5-6 years old children. The survey model in study group consisted of teachers and 327 children who ranked among lower and higher socio-economic groups, studied at independent day nurseries and nursery schools belonging to Ministry of National Education that were situated in the central districts of Konya city center in 2011-2012 academic year. In order to specify The Social Acknowledgement Situation of Children, “Instructor Form” of “The Self Perception Scale for Children S.P.S.C”, for word recognition in language development levels “Peabody Picture Vocabulary Test P.P.V.T” were utilized as data gathering instrument. Besides, in order to specify the demographical features of children who involved in the study, “Personal Data Form” designed by researcher was utilized. Peabody Picture Vocabulary Test P.P.V.T was applied by researcher especially individualistically to all 5-6 years old children who attend to the pre-school institutions. The researcher, by meeting with teachers, applied the language development test in a convenient place on condition that the child and researcher standed alone. The instructors who knew the child a span of 4 months were preferred to carry out the evaluation of The Self Perception Scale for Children S.P.S.C (Instructor Form) Application took approximately 6-7 minutes for each child. After explaining to the instructors how to fill in the form, it was given one week and it was wanted instructors to evaluate only in the direction of their own observations. Data obtained by scales applied to the students involved in the study installed into computer by coding and these data were analyzed by utilizing SPSS 16.0 for WINDOWS statistics packaged software. Demographical information of the children and their families involved in the study group was calculated with n and percent value. t-test was utilized in the calculation of the effects of bivariant factors. Coloration analysis was also utilized in the calculation of relationship between the language points and social acknowledgement points. The analysis of multi-regression was utilized in order to reveal how to predict the cognitive sufficiency, acknowledgement by friends and physical ii sufficiency of Peabody Picture Vocabulary Test. Meaningfulness level in statistical comparisons was accepted as 0.05. Evidences obtained in the study can be summarized in this way: 1. According to the results of the study, it was defined that there occurred a significant differentiation upon the age variety in the language development levels of the 5-6 years old children. When the effects of age variety upon social acknowledgement was analyzed; it was determined a significant differentiation at the lower scales of The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency. 2. According to the evidences obtained in the study, it did not differentiate significantly upon the gender variety in the language development levels of the 5-6 years old children. When the effects of gender variety upon social acknowledgement was analyzed; it was not determined a significant differentiation at lower scale of Acknowledgement by Friends in The Self Perception Scale for Children, but it was determined a significant differentiation at the lower scales of Cognitive Sufficiency and Physical Sufficiency. 3. According to the results, it was determined a significant differentiation upon socioeconomic levels in the language development levels of 5-6 years old children. When the effects of socio-economic level variety upon social acknowledgement was analyzed; it was determined a significant differentiation at the lower scales of The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency. 4. According to the evidences obtained in the study, it was determined a significant differentiation upon the variability span of attendance to the pre-school institutions in the language development levels of 5-6 years old children. When the effects of the variability span of attendance to the pre-school institutions upon social acknowledgement was analyzed; it was determined a significant differentiation at the lower scales of The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency. 5. According to the results, it was determined a significant linear relationship between the language development levels and social acknowledgement situations of 5-6 years old children. As the language development points increased, it was seen an increase in The Self Perception Scale for Children, Cognitive Sufficiency, Acknowledgement by Friends and Physical Sufficiency of children. As the points obtained in the Peabody Picture Vocabulary Test decreased, the points of children that were defined in those scales decreased as well. iii 6. According to the regression analysis, the extent of Cognitive Sufficiency in the lower scales of The Self Perception Scale for Children was determined as an important predictor of the points gained from Peabody Picture Vocabulary Test. Variance related to cognitive sufficiency language development point explained 28 % of it. The extent of Acknowledgement by Friends in the lower scales of The Self Perception Scale for Children was determined as an important predictor of the points gained from Peabody Picture Vocabulary Test. Variance related to acknowledgement by friends language development point explained 7.8 % of it. The extent of Physical Sufficiency in the lower scales of The Self Perception Scale for Children was determined as an important predictor of the points gained from Peabody Picture Vocabulary Test. Variance related to physical sufficiency language development point explained 13 % of it.
Açıklama
Anahtar Kelimeler
Preschool education, Social acknowledgement, Okul öncesi eğitim, Dil gelişimi, Sosyal kabul, Language development
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Ergin, B. (2012). 5-6 yaş çocuklarının dil gelişim düzeyleri ile sosyal kabul durumları arasındaki ilişkinin incelenmesi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
