Anne baba ilgisinin okul öncesi dönem çocuklarının öz düzenleme becerisi üzerindeki etkisi
Date
2022-07-19
Authors
Eren, Saliha
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışma, anne baba ilgisinin okul öncesi eğitime yeni başlayan 48-66 ay çocukların öz düzenleme becerisi üzerindeki etkisini incelemek amacıyla yapılmıştır. Bu amaçla araştırmaya katılan çocukların anne babalarına anne baba ilgisini geliştirmeye yönelik eğitim programı örneği hazırlanmaya çalışılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında Bura İli Nilüfer İlçesinde MEB’e bağlı bağımsız bir anaokuluna devam eden 40 çocuk ve onların anne (40) babaları (40) olmak üzere toplam 120 kişi oluşturmuştur. Veri toplama aracı olarak; “Çocuğa Yönelik Anne Baba İlgisi Ölçeği” ve “Okul Öncesi Öz Düzenleme Ölçeği (OÖDÖ)” kullanılmıştır. Ayrıca katılımcılara yönelik bilgi edinmek için “Genel Bilgi Formu” kullanılmıştır. Çalışmada ön test, son test ve kalıcılık testi kontrol gruplu yarı deneysel araştırma deseni kullanılmıştır. Elde edilen verilerin analizinde deney ve kontrol grubu karşılaştırmaları için “İlişkili Ölçümler İçin Wilcoxon İşaretli Sıralar Testi” kullanılmıştır. Araştırmaya katılan çocukların Okul Öncesi Öz Düzenleme Ölçeği’nden elde ettikleri puanların cinsiyete göre farklılık gösterip göstermediğine “Mann-Whitney U Testi”, anne babanın yaşı, öğrenim durumu, evdeki birey sayısı, kaçıncı çocuk, aile gelir düzeyi değişkenleri ile arasındaki ilişkiyi incelemek için “Kruskall-Wallis H Testi” kullanılmıştır. Anne baba ilgisi de aynı değişkenler açısından incelenmiş ve aynı analizler uygulanmıştır. Bulgular ışığında; anne baba ilgisinin okul öncesi eğitime yeni başlayan 48-66 ay çocukların öz düzenleme becerisi üzerinde etkisi olduğu, olumlu anlamda gözlenen bu etkinin ise anne baba ilgisindeki artıştan kaynaklı olduğu görülmüştür. Öz düzenleme becerileri ve anne ix baba ilgisindeki artışın etkisinin uzun süreli olup olmadığını incelemek için son testten bir ay sonra kalıcılık testi uygulanmış ve analizinde anlamlı bir farklılık görülmüştür. Sonuç olarak; anne baba ilgi puanları ve öz düzenleme becerisi puanları arasındaki Korelasyon Testi Analizleri de dikkate alındığında; anne baba ilgisinin okul öncesi eğitime yeni başlayan 48-66 ay çocukların öz düzenleme becerilerine olumlu etkisinin olduğunu göstermekle birlikte anne baba ilgisine geliştirmeye yönelik verilmeye çalışılan eğitiminde anne baba ilgisini geliştirmede etkili olduğuna dikkat çektiği söylenebilir.
This study was conducted to examine the effect of parental interest in the self-regulation skills of 48-66 months old children who are just starting preschool education. For this purpose, an example of an educational program to improve parental interest in the parents of the children who participate in the research was tried to be prepared. The study group of the research consisted of 120 people, including 40 children attending an private preschool and their parents (40) affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019-2020 academic year. “Parental Involvement Scale for Child” and “Preschool Self-Regulation Scale” were used as a data collection tool. In addition, the "General Information Form" was used to get information about the participants. In the study, pre-test, post-test and a quasi-experimental research design with retention test control group was used. "Wilcoxon Signed Ranks Test for Related Measurements" was used for the comparison of the experimental and control groups in the analysis of the data. The "Mann-Whitney U Test" was used to determine whether the scores obtained from the Preschool Self-Regulation Scale of the children who participate in the research differ according to gender, Kruskall-Wallis H Test” was used to examine the relationship between the age of the parents, educational status, the number of individuals in the house, the number of children, and the family income level. Parental interest was also examined in terms of the same variables and the same analyzes were applied. xi According to datas; it has been seen that parental interest has an effect on the self-regulation skills of 48-66 months old children who have just started preschool education, and this positive effect is due to the increase in parental interest. In order to examine whether the effect of the increase in self-regulation skills and parental interest is long-lasting, the permanence test was applied one month after the post-test and a significant difference was observed in the analysis. As a result; considering the Correlation Test Analysis between parental interest scores and self-regulation skill scores; while showing that parental interest has a positive effect on the self-regulation skills of 48-66 month-old children who have just started preschool education, it can be said that it is effective in developing parental interest in the education aimed at developing parental interest.
This study was conducted to examine the effect of parental interest in the self-regulation skills of 48-66 months old children who are just starting preschool education. For this purpose, an example of an educational program to improve parental interest in the parents of the children who participate in the research was tried to be prepared. The study group of the research consisted of 120 people, including 40 children attending an private preschool and their parents (40) affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019-2020 academic year. “Parental Involvement Scale for Child” and “Preschool Self-Regulation Scale” were used as a data collection tool. In addition, the "General Information Form" was used to get information about the participants. In the study, pre-test, post-test and a quasi-experimental research design with retention test control group was used. "Wilcoxon Signed Ranks Test for Related Measurements" was used for the comparison of the experimental and control groups in the analysis of the data. The "Mann-Whitney U Test" was used to determine whether the scores obtained from the Preschool Self-Regulation Scale of the children who participate in the research differ according to gender, Kruskall-Wallis H Test” was used to examine the relationship between the age of the parents, educational status, the number of individuals in the house, the number of children, and the family income level. Parental interest was also examined in terms of the same variables and the same analyzes were applied. xi According to datas; it has been seen that parental interest has an effect on the self-regulation skills of 48-66 months old children who have just started preschool education, and this positive effect is due to the increase in parental interest. In order to examine whether the effect of the increase in self-regulation skills and parental interest is long-lasting, the permanence test was applied one month after the post-test and a significant difference was observed in the analysis. As a result; considering the Correlation Test Analysis between parental interest scores and self-regulation skill scores; while showing that parental interest has a positive effect on the self-regulation skills of 48-66 month-old children who have just started preschool education, it can be said that it is effective in developing parental interest in the education aimed at developing parental interest.
Description
Keywords
Anne ilgisi, Öz düzenleme becerisi, Baba ilgisi, Okul öncesi eğitim, Mother’s interest, Father's interest, Preschool education, Self-regulation skills
Citation
Eren, S. (2022). Anne baba ilgisinin okul öncesi dönem çocuklarının öz düzenleme becerisi üzerindeki etkisi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.