Erken çocukluk dönemindeki çocukların zeka düzeyleri ve sosyal becerileri ile ailelerin ebeveynlik ve dijital ebeveynlik tutumları arasındaki ilişkinin incelenmesi
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Date
2021-03-19
Authors
Jafari, Kübra Kuzu
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Okul öncesi dönem; çocuğun zeka ve sosyal beceri gelişiminin hızlı, aile ile etkileşiminin en yoğun olduğu dönemdir. Ebeveynler ve çocukları arasındaki ilişki, dijital teknolojilerdeki ilerlemelerin etkisiyle farklılaşmaktadır. Bu araştırmada okul öncesi kurumlarına devam eden çocukların ebeveynlerinin ebeveynlik tutumları ile dijital ebeveynlik tutumlarının çocukların zeka düzeylerine ve sosyal becerilerine etkisini, farklı ebeveynlik tutumları ile dijital ebeveynlik arasındaki ilişkiyi, teknolojik araç kullanımının çocukların sosyal beceri ve zeka düzeylerine etkileri ile ilgili öğretmen ve ebeveyn görüşlerini, çocukların teknolojik araçlar ile ilgili metaforik algılarını incelemek amaçlanmıştır. 2018-2019 eğitim öğretim yılında gerçekleştirilen bu araştırmada çeşitleme, tamamlayıcılık ve genişletme gerekçeleri nedeniyle Karma Yöntem kullanılmıştır. Tamamen Karma Sıralı Eşit Statülü Tasarımlı Karma Yöntemin kullanıldığı bu araştırmada ilk olarak “Kişisel Bilgi Formu”, “Ebeveyn Tutum Ölçeği”, “Dijital Ebeveynlik Ölçeği”, Sosyal Beceri Değerlendirme Ölçeği ve “Bir Adam Çiz testi” ile nicel veriler toplanarak analiz edildikten sonra nitel verilerin toplanmasına geçilmiştir. Araştırmanın örneklemi oluşturulurken tabakalı amaçsal örnekleme, ölçüt örnekleme ve maksimum çeşitlilik yöntemlerinden faydalanılarak çok aşamalı örnekleme yapılmıştır. Araştırmanın nicel bölümünün örneklemini Bursa ve İstanbul illerinden farklı özelliklere sahip toplam 8 okulda eğitim alan 378 okul öncesi çocuğu ve ailesi oluşturmaktadır. Araştırmanın nitel bölümünde ise nicel veriler incelenerek elde edilen verilere göre seçilen, her okuldan üçer ebeveyn olmak üzere farklı ebeveynlik stillerine sahip toplam 24 ebeveyn ve seçilen okullarda görev alan 16 okul öncesi öğretmeni, metaforik algılarını belirlemek için araştırmanın nicel bölümüne katılan çocuklar ile araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formları kullanılarak yarı yapılandırılmış görüşmeler yapılmıştır. Araştırmanın nicel veri analizinde SPSS 24.0 kullanılarak parametrik olan Pearson Korelasyon, Bağımsız Gruplar t Testi, Bağımlı gruplar t Testi, ANOVA Testi, Kikare Testi ve Tukey Testi analizleri yapılmıştır. Araştırmada kullanılan ölçeklerin AMOS 24.0 programı ile Doğrulayıcı Faktör Analizleri ve Dijital Ebeveynlik Tutum Ölçeği’nin Açımlayıcı Faktör Analizi, test tekrar test yöntemleri kullanılarak okul öncesi döneme uyarlaması yapılmıştır. Okul öncesi eğitime devam eden çocukların ebeveynlerinin ebeveynlik tutumları ile dijital ebeveynlik tutumlarının çocuklarının zeka düzeylerine ve sosyal becerilerine etkisi yapısal eşitlik modeli ile incelenmiştir. Nitel verilerin analizinde ise içerik analizinden faydalanılmıştır. Nitel verilerin geçerlik ve güvenirliğini sağlamak amacıyla iç geçerlik için çeşitleme ve uzman incelemesi, dış geçerlik için ayrıntılı betimleme ve amaçlı örneklem, iç güvenirlik için tutarlılık incelemesi, dış güvenirlik için teyit incelemesi çalışmaları yapılmıştır. Araştırma bulgularına göre şu sonuçlara ulaşılmıştır: Kız çocukların sosyal beceri ve zeka puanlarının erkeklerden, 2 yıl okul öncesi eğitim alan çocukların sözel açıklama beceri puanlarının 1 yıl okul öncesi eğitim alan çocuklardan, orta sosyo-ekonomik düzeydeki ebeveynlerin çocuklarının sosyal beceri puanlarının alt sosyo-ekonomik düzeydeki ebeveynlerin çocuklarından, Bursa’da yaşayan ebeveynlerin çocuklarının sosyal beceri puanlarının İstanbul’da yaşayan ebeveynlerin çocuklarından, teknolojik araçları haftada birkaç kere kullanan çocukların teknolojik araçları ayda birkaç kere kullanan ve neredeyse her an oynayan çocuklardan, sosyo-ekonomik durumu orta ve üst olan ebeveynlerin çocuklarının zeka puanlarının alt sosyo-ekonomik düzeydeki ebeveynlerin çocuklarından anlamlı derecede yüksek olduğu; çocukların sosyal beceri düzeylerinin ebeveynlerinin eğitim durumlarına, yaş özelliklerine, çocukların teknolojik araçları kullanma süresine göre anlamlı fark oluşturmadığı; çocukların eğitim gördükleri okul öncesi eğitim kurumunun türüne göre değişmezken eğitim aldıkları okullara göre ise değiştiği görülmektedir. Ebeveynlerin eğitim durumlarına, yaşlarına, yaşadıkları şehre, okul öncesi eğitim aldıkları süreye, eğitim gördükleri okulun türüne göre zeka düzeyleri incelendiğinde istatistiksel olarak anlamlı farklılık oluşturmadığı; öğrenim gördükleri okula göre ise değiştiği görülmektedir. Annelerin Dijital Medya Risklerinden Koruma ve demokratik tutumunun, babaların ise Dijital Medyanın Etkili Kullanımını Onaylama alt boyut puanlarının anlamlı derecede yüksek olduğu; İstanbul’da yaşayan ebeveynlerin aşırı koruyucu tutum puanlarının Bursa’da yaşayan ebeveynlerden, 30 yaş ve altı ebeveynlerin 36-40 yaş ebeveynlerden aşırı koruyucu tutum alt boyut puanının anlamlı derecede yüksek olduğu; çocuğu bağımsız anaokulunda eğitim alan ebeveynlerin aşırı koruyucu tutum alt boyut puanlarının, çocuğu ilkokul ya da ortaokula bağlı ana sınıflarında eğitim alan ebeveynlerden, çocukları 1 yıl okul öncesi eğitim alan ebeveynlerin aşırı koruyucu tutum alt boyut puanlarının, çocukları 2 yıl veya 3 yıl ve üstünde eğitim alan ebeveynlerden anlamlı derecede yüksek olduğu; ebeveynlerin Dijital Medyanın Etkili Kullanımını Onaylama puanları arttıkça çocuklarının da teknolojik aletleri kullanma süresinin arttığı; otoriter tutumun çocuğun teknolojik aletleri kullanma süresini artırdığı; çocuklarının eğitim gördüğü okula göre ebeveynlik tutumları ve dijital ebeveynlik tutumlarının değiştiği belirlenmiştir. Ebeveynlerin ebeveynlik tutumları, dijital ebeveynlik tutumları, çocuklarının zeka düzeyleri ve sosyal becerileri arasındaki korelasyon incelendiğinde çocukların zeka düzeyi ile sosyal becerileri arasında pozitif yönlü zayıf bir ilişki, Dijital Medya Risklerinden Koruma ile Aşırı Koruyucu Tutum arasında pozitif yönlü zayıf bir ilişki, Otoriter Tutum ile Dinleme Becerileri arasında negatif yönlü zayıf bir ilişki bulunduğu tespit edilmiştir. Yapısal eşitlik modeline göre yapılan incelemede demokratik ve otoriter tutumun çocukların sosyal becerileri üzerinde negatif, izin verici ve aşırı koruyucu tutumun çocukların sosyal becerileri üzerinde pozitif etkileri olduğu belirlenmiştir ancak yarı yapılandırılmış görüşmeler ile ebeveynlerin ebeveyn tutum ölçeğine verdikleri cevaplar incelendiğinde ebeveynlerin demokratik ebeveynlik ile izin verici ebeveynlik tutumunu karıştırmış olabilecekleri söylenebilir. Yapılan yarı yapılandırılmış görüşme sonuçları incelendiğinde ebeveynlerin ve öğretmenlerin çoğunluğunun teknolojik araçların çocukların sosyal becerilerini ve zeka düzeylerini olumsuz etkilediğini düşündüğü; çocukların video izlemek, oyun oynamak amacıyla teknolojik araçları kullandığı; erkek çocukların yaşlarına uygun olmayan oyunları daha çok oynadığı; çocukların büyük bir kısmının eğitici olmayan, hatta çocuğun yaş grubuna uygun olmayan video kanallarını takip ettiği; teknolojik araçların kapatılması istendiğinde çocukların büyük bir kısmının tepki gösterdiği; ebeveynlerin Millî Eğitim Bakanlığı tarafından onaylanan, çocuklara yönelik içeriklere ve ebeveyn eğitimlerine ihtiyaç duyduğu; öğretmenlerin çocukların teknolojiyi doğru kullanması için bilgilendirme formları göndermek, aile ile çocuğun beraber yapacağı etkinlikler vermek, ebeveynlerle teknoloji kullanımına dair güncel haberler ve gelişmeleri paylaşmak gibi uzaktan faaliyetlerin yanı sıra ebeveyn toplantıları ile bilgilendirme çalışmaları ve özel görüşmeler şeklinde yüz yüze faaliyetler yaptığı belirlenmiştir. Çocukların teknolojik araçlar ile ilgili metaforları incelendiğinde bu araçları en çok arkadaşlarına ve aile bireylerine benzettiği, arkadaşları ve teknolojik araçlar için en çok kullanılan metaforun oyuncak olduğu, çocukların teknolojik araçların kapatılmasını olumsuz bir durum olarak algıladığı tespit edilmiştir.
Preschool stage is a period in which children exhibit rapid development of their intelligence and social skills and their interaction with the family is the most intense. The relationship between parents and their children changes under the influence of advances in digital technologies. The aim of this study is to examine the effects of parenting attitudes and digital parenting attitudes of the families on the intelligence levels and social skills of the children attending preschool institutions, the relationship between different parenting attitudes and digital parenting, the opinions of teachers and parents on the effects of use of technological tools on children's social skills and intelligence levels, and metaphorical perceptions of children about technological tools. In this study, carried out in the 2018-2019 academic year, the mixed method was used for reasons of variation, complementarity, and extension. Thus, a mixed method with a fully mixed sequential equal status design was used. The quantitative data were collected using the Personal Information Form, the Parents Attitude Scale, Digital Parenting Attitude Scale, the Social Skill Assessment Scale, and the Draw a Person test, and after the analysis of quantitative data, the collection of qualitative data started. In determining the sample for the study, a multi-stage sampling was carried out by using stratified purposive sampling, criterion sampling and maximum diversity methods. The sample of the quantitative part of the study consisted of 378 preschool children attending 8 schools with different characteristics in the provinces of Bursa and Istanbul, as well as their parents. In the qualitative part of the study, semi-structured interviews were conducted with 3 parents from each school (24 parents in total) with different parenting styles selected based on the quantitative data, 16 preschool teachers working in the schools in question, and the children who participated in the quantitative section of the study (to determine their metaphorical perceptions) using the semi-structured interview forms prepared by the researcher. For the quantitative data analysis, parametric analyses, namely Pearson correlation, independent groups t test, dependent groups t test, ANOVA, chi-square, and Tukey were computed using the IBM SPSS Statistics (version 24.0) software package. Using the AMOS 24.0 program, the scales used in the study were adapted to pre-school period by using Confirmatory Factor Analysis of the scales, Exploratory Factor Analysis of the Digital Parenting Attitude Scale, and test-retest methods. The effect of parenting attitudes and digital parenting attitudes of the families of children attending pre-school education on the intelligence and social skills of their children were examined through structural equation modeling. Content analysis was used for the analysis of qualitative data. In order to ensure the validity and reliability of the qualitative data various, internal validity, variation and expert examination were performed, whereas, detailed description and purposive sampling were used to ensure external validity. Consistency examination was used to ensure internal reliability while confirmation examination was performed to ensure external reliability. According to the findings of the study, the following results were obtained: The social skill and intelligence scores of the girls were significantly higher than those of the boys; the verbal explanation skills scores of the children who received preschool education for 2 years were significantly higher than those who received preschool education for 1 year; the social skill scores of the children who belong to medium level socio-economic families were significantly higher than those of the children who belong to families of lower socio-economic levels; the social skill scores of the children whose families lived in Bursa were significantly higher than those of the children whose families lived in Istanbul; the intelligence scores of children who use the technological tools several times a week were significantly higher than those of the children who use the technological tools a few times a month and who almost always play; the intelligence scores of the children who belong to parents from medium or high level socio-economic status were significantly higher than those of the children with parents at low level socio-economic status. It was also found that there was not a statistically significant difference in the social skill levels of the children according to the educational status and age of the parents, and the time children spend using technological tools; in addition, the social skill levels of children were not found to show any statistically significant difference according to the type of preschool education institution where the children were educated while there was a difference according to the schools they received education. When the intelligence levels were analyzed according to the educational status, age, city, duration of pre-school education, and the type of school where they received education, no statistically significant difference was observed while there was a statistically significant difference according to the school they received education. The subscale scores of mothers for protection from digital media risks and democratic attitude, and subscale scores of fathers for approval of effective use of digital media were significantly high; overprotective attitude subscale scores of the families living in Istanbul were significantly higher than the families living in Bursa, and overprotective attitude subscale scores of parents aged 30 and under were significantly higher than those of the parents aged 36-40; overprotective attitude subscale scores of families whose children were educated in independent kindergartens were significantly higher than the families whose children were educated in kindergartens affiliated with a primary or secondary school; overprotective attitude subscale scores of the families whose children attended preschool for 1 year were significantly higher than the families whose children attended preschool for 2 or 3 years. The results also revealed that as the parents' scores of approval of the effective use of digital media increased, the time for their children to use technological devices increased as well; authoritarian attitudes resulted in an increase in the time the child used technological devices; and, parenting attitudes and digital parenting attitudes were shown to differ according to the school where the children of the families received education. When the correlations between parenting attitudes and digital parenting attitudes of the parents and their children's intelligence levels and social skills were examined, a positive weak correlation was found between the intelligence levels and social skills of children, and a positive weak correlation was found between Protection from Digital Media Risks and Overprotective Attitude, and a negative weak correlation was found between Authoritarian Attitude and Listening Skills. In analysis made based on structural equation modeling, it was determined that democratic and authoritarian attitudes had negative effects on social skills of students and permissive and overprotective attitudes had positive effects on social skills of students. However, when the answers by parents to the Parents Attitude Scale were checked through semi-structures interviews, it can be said that the parents may have confused democratic parenting attitude with permissive parenting attitude. When the semi-structured interview results were examined, it was found that parents and teachers believed that technological tools negatively affected children's social skills and intelligence levels; children used technological devices to watch videos and play games; boys played more games that were not suitable for their age; the majority of the children followed video channels that were not educational or suitable for their age group; when asked to turn a technological device off, most of the children show reactions; and the parents needed content for their children approved by the Ministry of National Education and parent training for themselves. It was also found that teachers conducted activities for informing the parents in parent-teacher meetings and face-to-face activities such as private interviews with parents along with distant activities such as sending information forms for children to use technology correctly, giving activities to the child to be done together with the family, and sharing current news and developments about the use of technology with parents. When the metaphors of the children regarding technological devices were examined, it was found that they liken these devices most to their friends and family members; the metaphor used most for their friends and technological devices was a toy; and children perceived turning technological devices off as a negative situation.
Preschool stage is a period in which children exhibit rapid development of their intelligence and social skills and their interaction with the family is the most intense. The relationship between parents and their children changes under the influence of advances in digital technologies. The aim of this study is to examine the effects of parenting attitudes and digital parenting attitudes of the families on the intelligence levels and social skills of the children attending preschool institutions, the relationship between different parenting attitudes and digital parenting, the opinions of teachers and parents on the effects of use of technological tools on children's social skills and intelligence levels, and metaphorical perceptions of children about technological tools. In this study, carried out in the 2018-2019 academic year, the mixed method was used for reasons of variation, complementarity, and extension. Thus, a mixed method with a fully mixed sequential equal status design was used. The quantitative data were collected using the Personal Information Form, the Parents Attitude Scale, Digital Parenting Attitude Scale, the Social Skill Assessment Scale, and the Draw a Person test, and after the analysis of quantitative data, the collection of qualitative data started. In determining the sample for the study, a multi-stage sampling was carried out by using stratified purposive sampling, criterion sampling and maximum diversity methods. The sample of the quantitative part of the study consisted of 378 preschool children attending 8 schools with different characteristics in the provinces of Bursa and Istanbul, as well as their parents. In the qualitative part of the study, semi-structured interviews were conducted with 3 parents from each school (24 parents in total) with different parenting styles selected based on the quantitative data, 16 preschool teachers working in the schools in question, and the children who participated in the quantitative section of the study (to determine their metaphorical perceptions) using the semi-structured interview forms prepared by the researcher. For the quantitative data analysis, parametric analyses, namely Pearson correlation, independent groups t test, dependent groups t test, ANOVA, chi-square, and Tukey were computed using the IBM SPSS Statistics (version 24.0) software package. Using the AMOS 24.0 program, the scales used in the study were adapted to pre-school period by using Confirmatory Factor Analysis of the scales, Exploratory Factor Analysis of the Digital Parenting Attitude Scale, and test-retest methods. The effect of parenting attitudes and digital parenting attitudes of the families of children attending pre-school education on the intelligence and social skills of their children were examined through structural equation modeling. Content analysis was used for the analysis of qualitative data. In order to ensure the validity and reliability of the qualitative data various, internal validity, variation and expert examination were performed, whereas, detailed description and purposive sampling were used to ensure external validity. Consistency examination was used to ensure internal reliability while confirmation examination was performed to ensure external reliability. According to the findings of the study, the following results were obtained: The social skill and intelligence scores of the girls were significantly higher than those of the boys; the verbal explanation skills scores of the children who received preschool education for 2 years were significantly higher than those who received preschool education for 1 year; the social skill scores of the children who belong to medium level socio-economic families were significantly higher than those of the children who belong to families of lower socio-economic levels; the social skill scores of the children whose families lived in Bursa were significantly higher than those of the children whose families lived in Istanbul; the intelligence scores of children who use the technological tools several times a week were significantly higher than those of the children who use the technological tools a few times a month and who almost always play; the intelligence scores of the children who belong to parents from medium or high level socio-economic status were significantly higher than those of the children with parents at low level socio-economic status. It was also found that there was not a statistically significant difference in the social skill levels of the children according to the educational status and age of the parents, and the time children spend using technological tools; in addition, the social skill levels of children were not found to show any statistically significant difference according to the type of preschool education institution where the children were educated while there was a difference according to the schools they received education. When the intelligence levels were analyzed according to the educational status, age, city, duration of pre-school education, and the type of school where they received education, no statistically significant difference was observed while there was a statistically significant difference according to the school they received education. The subscale scores of mothers for protection from digital media risks and democratic attitude, and subscale scores of fathers for approval of effective use of digital media were significantly high; overprotective attitude subscale scores of the families living in Istanbul were significantly higher than the families living in Bursa, and overprotective attitude subscale scores of parents aged 30 and under were significantly higher than those of the parents aged 36-40; overprotective attitude subscale scores of families whose children were educated in independent kindergartens were significantly higher than the families whose children were educated in kindergartens affiliated with a primary or secondary school; overprotective attitude subscale scores of the families whose children attended preschool for 1 year were significantly higher than the families whose children attended preschool for 2 or 3 years. The results also revealed that as the parents' scores of approval of the effective use of digital media increased, the time for their children to use technological devices increased as well; authoritarian attitudes resulted in an increase in the time the child used technological devices; and, parenting attitudes and digital parenting attitudes were shown to differ according to the school where the children of the families received education. When the correlations between parenting attitudes and digital parenting attitudes of the parents and their children's intelligence levels and social skills were examined, a positive weak correlation was found between the intelligence levels and social skills of children, and a positive weak correlation was found between Protection from Digital Media Risks and Overprotective Attitude, and a negative weak correlation was found between Authoritarian Attitude and Listening Skills. In analysis made based on structural equation modeling, it was determined that democratic and authoritarian attitudes had negative effects on social skills of students and permissive and overprotective attitudes had positive effects on social skills of students. However, when the answers by parents to the Parents Attitude Scale were checked through semi-structures interviews, it can be said that the parents may have confused democratic parenting attitude with permissive parenting attitude. When the semi-structured interview results were examined, it was found that parents and teachers believed that technological tools negatively affected children's social skills and intelligence levels; children used technological devices to watch videos and play games; boys played more games that were not suitable for their age; the majority of the children followed video channels that were not educational or suitable for their age group; when asked to turn a technological device off, most of the children show reactions; and the parents needed content for their children approved by the Ministry of National Education and parent training for themselves. It was also found that teachers conducted activities for informing the parents in parent-teacher meetings and face-to-face activities such as private interviews with parents along with distant activities such as sending information forms for children to use technology correctly, giving activities to the child to be done together with the family, and sharing current news and developments about the use of technology with parents. When the metaphors of the children regarding technological devices were examined, it was found that they liken these devices most to their friends and family members; the metaphor used most for their friends and technological devices was a toy; and children perceived turning technological devices off as a negative situation.
Description
Keywords
Dijital ebeveynlik, Ebeveyn tutum, Okul öncesi, Sosyal beceri, Zeka düzeyi, Digital parenthood, Intelligence level, Parent attitude, Preschool, Social skill
Citation
Jafari, K. K. (2021). Erken çocukluk dönemindeki çocukların zeka düzeyleri ve sosyal becerileri ile ailelerin ebeveynlik ve dijital ebeveynlik tutumları arasındaki ilişkinin incelenmesi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.