Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarında kişiler arası bilişsel problem çözme becerisi programının etkisinin incelenmesi
Küçük Resim Yok
Tarih
2004
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Özet Okul öncesi dönem eğitiminde çocukların zihinsel becerilerinin gelişimine olanak sağlayan eğitim programlarının, sosyal becerilere sahip, kişiler arası problemlerini çözebilen bireylerin yetişmesini destekleyen müdahale programlarıyla zenginleştirilmesi gerekmektedir. Eğitim programlarının temel amaçlardan biri olarak çocuklara kazandırılmaya çalışılan sosyal ve kişiler arası problem çözme becerileri yurtdışında bir çok kurumda farklı programlar ile uygulanmaktadır. Ülkemizde de çeşitli kurumlarda okul öncesi eğitim programı kapsamında bu becerinin gelişimini destekleyen bir takım etkinlikler gerçekleştirilmektedir. Ancak kişiler arası problem çözme becerisini bir eğitim programı olarak uygulayan sınırlı sayıda kurum bulunmaktadır. Bu araştırmanın amacı özel ve kurum anaokullarında farklı eğitim yaklaşımları ile eğitim almakta olan 5-6 yaş grubu çocuklarının kişiler arası problem çözme becerileri düzeylerini değerlendirmek ve bu becerinin kazandırılmasında Kişiler Arası Bilişsel Problem Çözme Programının etkisini incelemektir. Bu araştırmada 83 dersten oluşan Kişiler Arası Bilişsel Problem Çözme Becerileri Programı, 14 hafta boyunca haftanın 4 günü 20 dk. ile 45 dk. arasında değişen sürelerde uygulanmıştır. Araştırmada veri toplama yöntemi olarak deneysel yöntem kullanılmış, araştırma ön test- eğitim- son test düzeninde yürütülmüştür. Çalışmanın örneklemi, 2003 yılının Eylül ayında iki farklı kurumda (özel ve resmi) en az bir aydır eğitim almakta olan 56'sı 5 yaş, 66'sı 6 yaş grubu çocuktan oluşturulmuştur. Çalışmada Okulöncesi Kişiler Arası Problem Çözme Testi, 4-18 Yaş Çocuk ve Gençlerde Davranış Değerlendirme Ölçeği ve Aile Bilgi Formu kullanılmıştır. Bu çalışmanın bulguları değerlendirildiğinde özel anaokulda uygulanan farklı eğitim programının, kurum anaokuluna göre çocukların alternatif çözüm düşünme becerilerini daha iyi düzeyde geliştirdiği gözlenmiştir. Ayrıca Kişiler Arası Bilişsel Problem Çözme Becerileri Programı ile zenginleştirilen okul öncesi eğitim programının çocukların problem çözme becerilerini geliştirmelerinde daha etkili olduğu belirlenmiştir. 177
Abstract In preschool education, curriculum that facilitates development of children's intellectual abilities should be enhanced by intervention programs to support bringing up individuals who have social skills and can solve interpersonal problems. As one of the main aims of educational programs, social and interpersonal problem solving skills that have been tried to gain by children have been used associated with different programs in many centers abroad. Also in our country, some activities maintaining these kinds of skills have been conducted in some centers through preschool education. However, there are still limited preschool education centers putting interpersonal problem solving skills into practice as a part of education program. The aim of this study is to evaluate levels of interpersonal problem solving skills of 5-6 years old children who have been educated by different educational programs in private and institutional preschools and also examine the effects of "Interpresonal Cognitive Problem Solving Skills" program on acquiring these skills. In this study, Interpersonal Cognitive Problem Solving Program consists of 83 lessons that was carried out in the duration of 20 - 45 minutes for 14 weeks (four days per week). Experimental method in pretest - training - posttest design was used for data collection. Children who were attending different centers (private or institutional) at least for a month were included in the sample of the study. Fiftysix of children were five years old and sixtysix of them were six years old on September, 2003. In the study, Preschool Interpersonal Problem Solving Test (PIPS), Behavior Evaluation Scale for 4-18 Years Old Children and Youth and Parental Information Form were used. When the results of study were evaluated, it was observed that different education program in private preschool improved alternative thinking skills of children compared to institutional preschool. Additionally, it was found that enriched preschool education programs with Interpersonal Cognitive Problem Solving Skills were effective in terms of improving these skills. 178
Abstract In preschool education, curriculum that facilitates development of children's intellectual abilities should be enhanced by intervention programs to support bringing up individuals who have social skills and can solve interpersonal problems. As one of the main aims of educational programs, social and interpersonal problem solving skills that have been tried to gain by children have been used associated with different programs in many centers abroad. Also in our country, some activities maintaining these kinds of skills have been conducted in some centers through preschool education. However, there are still limited preschool education centers putting interpersonal problem solving skills into practice as a part of education program. The aim of this study is to evaluate levels of interpersonal problem solving skills of 5-6 years old children who have been educated by different educational programs in private and institutional preschools and also examine the effects of "Interpresonal Cognitive Problem Solving Skills" program on acquiring these skills. In this study, Interpersonal Cognitive Problem Solving Program consists of 83 lessons that was carried out in the duration of 20 - 45 minutes for 14 weeks (four days per week). Experimental method in pretest - training - posttest design was used for data collection. Children who were attending different centers (private or institutional) at least for a month were included in the sample of the study. Fiftysix of children were five years old and sixtysix of them were six years old on September, 2003. In the study, Preschool Interpersonal Problem Solving Test (PIPS), Behavior Evaluation Scale for 4-18 Years Old Children and Youth and Parental Information Form were used. When the results of study were evaluated, it was observed that different education program in private preschool improved alternative thinking skills of children compared to institutional preschool. Additionally, it was found that enriched preschool education programs with Interpersonal Cognitive Problem Solving Skills were effective in terms of improving these skills. 178
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Psikoloji, Psychology, Eğitim kurumları, Education establishments, Eğitim programları, Education programs, Eğitim psikolojisi, Education psychology, Okul öncesi eğitim, Preschool education, Problem çözme, Problem solving, Problem çözme becerisi, Problem solving ability, Program değerlendirme, Program evaluation