Sosyoekonomik açıdan dezavantajlı bölgede yaşayan çocukların matematiksel akıl yürütme ve erken okuryazarlık becerilerinin incelenmesi
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Tarih
2024
Yazarlar
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Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, sosyoekonomik açıdan dezavantajlı bölgelerde yaşayan ilkokula başlamamış okul öncesi kurumda devam eden çocukların erken matematiksel akıl yürütme becerileri ile erken okuryazarlık becerilerinin incelenmesidir. Bunun yanı sıra yapılan bu çalışmada çocukların erken matematiksel akıl yürütme becerileri ile erken okuryazarlık becerileri demografik değişkenler baz alınarak yaş, cinsiyet, anne eğitim durumu, çocukların okul öncesi eğitim alma durumu bağımsız değişkenlerine göre farklılık gösterip göstermediği ve erken okuryazarlık becerilerine yönelik evde verilen aile desteği incelenmiştir. Araştırmada, 2021-2022 eğitim-öğretim yılında İzmir ili Bornova ilçesinde Millî Eğitim Bakanlığı'na bağlı sosyoekonomik açıdan dezavantajlı bölgede bulunan devlet okulunda öğrenim gören; 60-82 aylık tipik gelişim gösteren, ana dili Türkçe olan, herhangi bir özel gereksinim alanına yönelik gelişimsel tanısı olmayan ve okulöncesi öğrenimine aktif devam eden 36 çocuk dahil edilmiştir. Araştırmaya dahil edilen çocukların aileleri hakkında bilgi toplamak için "Demografik Bilgi Formu", erken matematik bağlamında akıl yürütme becerilerini değerlendirmek için "Matematiksel Akıl Yürütme Değerlendirme Aracı (MAYBDA), erken okuryazarlık beceri düzeylerini değerlendirmek için "Erken Okuryazarlık Testi (EROT)", erken okuryazarlık becerilerine yönelik evde verilen aile desteğini değerlendirmek için Ev Okuryazarlık Ölçeği (EVOKU) kullanılmıştır. Yapılan çalışma sonucunda elde edilen veriler SPSS 26 kullanılarak analiz edilmiştir Analiz sonuçlarına göre sosyoekonomik açıdan dezavantajlı bölgelerde yaşayan okul öncesi dönemdeki çocukların erken matematiksel akıl yürütme becerileri ile erken okuryazarlık becerileri alt testlerinin ve erken okuryazarlık becerilerinin evdeki destek durumunu belirlemek için uygulanan ev okur yazarlık ölçeği puanlarının demografik değişkenlere (yaşı, cinsiyeti, anaokuluna başlama yaşı ve annenin eğitim durumu) göre anlamlı bir fark göstermediği görülmüştür. Çocukların erken çocukluk döneminde matematiksel akıl yürütme becerileri ile erken okuryazarlık becerileri arasındaki ilişki incelendiğinde, EROT toplam puan ile MAYBDA toplam puanları arasında anlamlı pozitif ilişki olduğu saptanmıştır. MAYBDA'nın tüm alt alanları ve toplamı ile EROT'un alt testlerinden Sözcük bilgisi ve Sesbilgisel farkındalık arasında orta düzeyde pozitif yönde ilişki bulunmuştur. EVOKU ve alt testleri ile MAYBDA ve alt testleri arasında anlamlı bir farklılık görülmemiştir. Çalışmanın sonucunda okul öncesi dönemde sosyoekonomik açıdan dezavantajlı bölgede yaşayan çocukların erken matematiksel akıl yürütme becerileri erken okuryazarlık becerileri birbiri ile ilişkilidir. Bu nedenle erken dönemde yapılacak olan matematik ve erken okuryazarlık becerilerine bağlı etkinlikler ve çalışmaların eş güdümlü ve birbirini destekleyecek şekilde planlanması çocukların okul dönemi akademik başarılarına katkı sağlayacaktır.
The main purpose of this study is to examine the early reasoning skills and early literacy skills of children in socioeconomically disadvantaged areas, who have not started primary school and are attending preschool institutions. Besides, this study also examines whether the children's early reasoning skills and early literacy skills vary in accordance with the independent demographic variables of age, gender, educational status of the mother, and whether the child received preschool education and family support provided at home regarding the early literacy skills. The study included 36 children who studied in a state school located in a socioeconomically disadvantaged area in the Bornova district of Izmir province, affiliated with the Ministry of National Education in the 2021-2022 academic year, who were 60-82 months old and showed typical development, whose native language was Turkish, who did not have any developmental diagnosis regarding any areas of special education, and who were actively attending preschool education. "Demographic Information Form" was used to obtain information about the families of children included in the study, "Mathematical Reasoning Skills Assessment Tool (MRSAT) was used to assess their early mathematical reasoning skills, "Test of Early Literacy (TEL) was used to evaluate the levels of early literacy skills, "Home Literacy Environment Assessment Scale (HLEAS)" was used to evaluate family support provided at home regarding early literacy skills. The data obtained from the study were analyzed using SPSS 26. According to the results of the analysis, it was seen that early mathematical reasoning skills and early literacy skills sub-tests scores and home literacy environment assessment scale scores of the children who live in the socioeconomically disadvantaged areas did not show a statistically significant difference according to the demographic variables (age, gender, age of attending preschool, and educational status of mother). When examining the correlation between children's early mathematical reasoning skills and early literacy skills, it was determined that there was a positive significant relationship between TEL total score and MRSAT total scores. A mid-level positive correlation was found between all sub-areas and total scores of MRSAT and Vocabulary Knowledge and Phonological Awareness sub-tests of TEL. There was no significant difference between HLEAS and its sub-tests and MRSAT and its sub-tests. The results of the study showed that the early mathematical reasoning skills and early literacy skills of children who live in socioeconomically disadvantaged areas in the preschool period are correlated with each other. Thus, planning activities and studies regarding early mathematical reasoning and early literacy skills in a way to be in coordination and support each other will contribute to the academic achievements of the children.
The main purpose of this study is to examine the early reasoning skills and early literacy skills of children in socioeconomically disadvantaged areas, who have not started primary school and are attending preschool institutions. Besides, this study also examines whether the children's early reasoning skills and early literacy skills vary in accordance with the independent demographic variables of age, gender, educational status of the mother, and whether the child received preschool education and family support provided at home regarding the early literacy skills. The study included 36 children who studied in a state school located in a socioeconomically disadvantaged area in the Bornova district of Izmir province, affiliated with the Ministry of National Education in the 2021-2022 academic year, who were 60-82 months old and showed typical development, whose native language was Turkish, who did not have any developmental diagnosis regarding any areas of special education, and who were actively attending preschool education. "Demographic Information Form" was used to obtain information about the families of children included in the study, "Mathematical Reasoning Skills Assessment Tool (MRSAT) was used to assess their early mathematical reasoning skills, "Test of Early Literacy (TEL) was used to evaluate the levels of early literacy skills, "Home Literacy Environment Assessment Scale (HLEAS)" was used to evaluate family support provided at home regarding early literacy skills. The data obtained from the study were analyzed using SPSS 26. According to the results of the analysis, it was seen that early mathematical reasoning skills and early literacy skills sub-tests scores and home literacy environment assessment scale scores of the children who live in the socioeconomically disadvantaged areas did not show a statistically significant difference according to the demographic variables (age, gender, age of attending preschool, and educational status of mother). When examining the correlation between children's early mathematical reasoning skills and early literacy skills, it was determined that there was a positive significant relationship between TEL total score and MRSAT total scores. A mid-level positive correlation was found between all sub-areas and total scores of MRSAT and Vocabulary Knowledge and Phonological Awareness sub-tests of TEL. There was no significant difference between HLEAS and its sub-tests and MRSAT and its sub-tests. The results of the study showed that the early mathematical reasoning skills and early literacy skills of children who live in socioeconomically disadvantaged areas in the preschool period are correlated with each other. Thus, planning activities and studies regarding early mathematical reasoning and early literacy skills in a way to be in coordination and support each other will contribute to the academic achievements of the children.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
