How children's interpersonal cognitive problem solving skills change through the years
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Tarih
2009
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info:eu-repo/semantics/openAccess
Özet
Problem Durumu: Günümüzde eğitimde yeni yaklaşımları takip eden okul öncesi eğitim programlarında, çocuklarda bilimsel ve etkili düşünme, yaşam boyu öğrenme isteği, etkili kişiler arası ilişkiler kurabilme, problem çözme gibi çeşitli niteliklerin kazandırılmasının önemi vurgulanmaktadır. Sosyal becerilerin daha sonraki akademik başarılarda önemli bir belirleyici olduğu görüşünü benimseyen eğitim yaklaşımlarında, etkili sosyal ve kişiler arası problem çözme becerilerinin, entellektüel becerilerle ilişkili olduğu düşünülmektedir. Dolayısıyla okul öncesi eğitim kurumlarının çocukların sadece akademik başarılarının gelişmesini desteklemedikleri aynı zamanda sosyal ve kişiler arası problemlerini çözebilen bireyler yetiştirmeyi de hedeflerinin arasına alarak çok boyutlu eğitim programlarıyla okul öncesi eğitim programlarını zenginleştirdikleri gözlenmektedir. Türkiye’de okul öncesi eğitim kurumları incelendiğinde, kişiler arası problem çözme becerilerini geliştirebilecek çok yönlü eğitim programlarının sınırlı düzeyde uygulandığı görülmektedir. Okul öncesi eğitim programlarında çocuklarda bu beceririyi geliştirebilecek çeşitli etkinlikler gerçekleştirilmesine rağmen bu becerilere yönelik programlara ihtiyaç duyulmaktadır. Bu bağlamda, Türkiye’de kişiler arası problem çözme becerilerine ilişkin çok yönlü eğitim programlarının geliştirilerek etkililik düzeylerinin ve yeterliliklerinin saptanması ya da değerlendirilmesi gerekmektedir. Bu nedenle, sürekli değişen günümüz koşullarına uyum sağlamada belirleyici rolü olan kişiler arası problem çözme becerileri açısından okul öncesi eğitim alanında da yeni stratejiler ve yöntemler belirlenmesine, önleyici ve müdahale edici programların zenginleştirilmesine ihtiyaç duyulmaktadır.
Problem Statement: Because of innovations in science, technology, the media and changing lifestyles, the quality of education and the socio-cultural backgrounds of families play an important role in the problem-solving skills of children. How and to what extent negative or positive life experiences which are carried out by rapid changes through life would affect alternative problem solving thinking skills of children. Purpose of the Study: This studyaimed to assess whether or not the rapid changes and the progress in education affect the number of solutions related to the interpersonal problem-solving skills of children. The categories of the solution also were examined that children propose more socially accepted solutions with prosocial categories rather than those with violence categories. Methods: Two different groups of participants were compared in this study. The sample of the first study conducted in 1994 consisted of 74 children (34 girls, 40 boys) who attended public preschools (Dinçer, 1995). The sample of the second study conducted in 2004 consisted of 56 children (26 girls, 30 boys) attending two private and public preschools (Anlıak, 2004). The Preschool Interpersonal Problem Solving Test (Shure, 1992), which took 20- 30 minutes to complete individually, was used by well-trained testors to evaluate the alternative thinking skills of children. Findings and Results: The findings of the PIPS Test indicate that there was a significant increase in the number of categories and solutions proposed by children when compared to the findings of the first group, ten years ago. Although the numbers of solutions and categories concerning peer- and mother-related problems were high in total, it was observed that statistically there was not a significant increase in the total number of solutions concerning peer-related problems. When the categories that the children used to solve interpersonal problems were examined, we observed that today’s children use the categories of Loan and Physical Attack on Person for peer problems and the categories of Replace, Repair, Authority Aid, and Hide for mother-related problems. Conclusions and Recommendations: These findings show that it would be beneficial to enrich preschool education in Turkey in terms of interpersonal cognitive problem-solving skills. In other words, preschool education programs need to be supported with activities that systematically help children to gain these skills.
Problem Statement: Because of innovations in science, technology, the media and changing lifestyles, the quality of education and the socio-cultural backgrounds of families play an important role in the problem-solving skills of children. How and to what extent negative or positive life experiences which are carried out by rapid changes through life would affect alternative problem solving thinking skills of children. Purpose of the Study: This studyaimed to assess whether or not the rapid changes and the progress in education affect the number of solutions related to the interpersonal problem-solving skills of children. The categories of the solution also were examined that children propose more socially accepted solutions with prosocial categories rather than those with violence categories. Methods: Two different groups of participants were compared in this study. The sample of the first study conducted in 1994 consisted of 74 children (34 girls, 40 boys) who attended public preschools (Dinçer, 1995). The sample of the second study conducted in 2004 consisted of 56 children (26 girls, 30 boys) attending two private and public preschools (Anlıak, 2004). The Preschool Interpersonal Problem Solving Test (Shure, 1992), which took 20- 30 minutes to complete individually, was used by well-trained testors to evaluate the alternative thinking skills of children. Findings and Results: The findings of the PIPS Test indicate that there was a significant increase in the number of categories and solutions proposed by children when compared to the findings of the first group, ten years ago. Although the numbers of solutions and categories concerning peer- and mother-related problems were high in total, it was observed that statistically there was not a significant increase in the total number of solutions concerning peer-related problems. When the categories that the children used to solve interpersonal problems were examined, we observed that today’s children use the categories of Loan and Physical Attack on Person for peer problems and the categories of Replace, Repair, Authority Aid, and Hide for mother-related problems. Conclusions and Recommendations: These findings show that it would be beneficial to enrich preschool education in Turkey in terms of interpersonal cognitive problem-solving skills. In other words, preschool education programs need to be supported with activities that systematically help children to gain these skills.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Eurasian Journal of Educational Research
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
37
