Yoga programının beş yaş çocuklarının duygu düzenleme ve sosyalbecerileri üzerindeki etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmada, yoga programının beş yaş çocuklarının duygu düzenleme ve sosyal becerileri üzerinde etkisinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu İzmir ilinde bağımsız bir anaokulunda yer alan çocuklar (n=32), çocukların ebeveynleri (n=32) ve öğretmenleri (n=2) oluşturmuştur. Çalışma grubunun belirlenmesinde uygun örnekleme yöntemi kullanılmıştır. Araştırma kapsamında uygulama öncesi ve sonrası öğretmen ve ebeveynlerden "Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği-OSBED Öğretmen-Ebeveyn Formu", "Duygu Düzenleme Ölçeği" ve "Demografik Formu" doldurmaları istenmiştir. Kullanılan ölçek puanlarının analiz için yeterli düzeyde güvenilir olduğu (?>.60) görülmektedir. Shapiro Wilk normallik test sonuçları incelendiğinde verilerin normal dağılıma uygun olmaması nedeniyle grup içi ön test ve son test puanlarının karşılaştırılmasında ise Wilcoxon işaretli sıralar testi uygulanmıştır. Uygulamada kullanılan yoga programı Uluslararası Çocuk Yogası Eğitmeni Sertifikası olan araştırmacı tarafından oluşturulmuştur. Program haftanın her günü aynı saatte sistematik ve düzenli bir şekilde toplamda dört hafta 20 uygulama şeklinde araştırmacı tarafından uygulanmıştır. Yoga uygulaması öncesinde ve sonrasında katılımcıların ebeveynleri ve öğretmenleri ölçekleri doldurmuştur. Elde edilen bulgular doğrultusunda çocukların hem ebeveyn hem öğretmen değerlendirmelerine göre okul öncesi sosyal beceri değerlendirme ölçeği toplam puanı, başlangıç becerileri alt boyutu, akademik destek alt boyutu ve duyguları yönetme alt boyutu ön test ve son test puanları arasında istatistiksel olarak anlamlı fark bulunmuştur. Fakat sosyal beceri ölçeğinin arkadaşlık becerileri alt boyutunda ön test ve son test puanları arasında öğretmen değerlendirmelerine göre istatistiksel olarak fark bulunurken ebeveynlerin değerlendirmelerine göre istatiksel olarak fark bulunamamıştır. Duygu düzenleme ölçeğinde ise olumsuzluk/değişkenlik alt boyutu ön test ve son test puanları arasında hem ebeveyn hem de öğretmen değerlendirmelerine göre istatiksel olarak fark saptanamamıştır. Ancak duygu düzenleme ölçeğinin duygu düzenleme alt boyutu ön test ve son test puanları arasında öğretmen değerlendirmelerine göre istatiksel olarak fark bulunurken, ebeveyn değerlendirmelerine göre istatiksel olarak fark bulunamamıştır.
In the research, it was aimed to examine the effect of yoga program on emotion regulation and social skills of five-year-old children. The study group of the research consisted of children (n=32) in an independent kindergarten, parents (n=32) and teachers (n=2) of the children. Convenient sampling method, one of the random sampling methods, was used to determine the study group. The research was carried out in the province of Izmir. Within the scope of the research, teachers and parents were asked to fill in the "Preschool Social Skills Assessment Scale-OSBED Teacher-Parent Form", "Emotion Regulation Scale" and "Demographic Form" before and after the application. It is seen that the scale scores used are reliable enough for the analysis (?>.60). When the Shapiro Wilk normality test results were examined, the Wilcoxon test was used to compare the intra-group pre-test and post-test scores, since the data were not suitable for normal distribution. The yoga program to be used in practice was created by a researcher with an International Child Yoga Instructor Certificate. The program was implemented by the researcher in a systematic and regular manner, at the same time every day of the week, in a total of 20 applications for four weeks. Scales were applied to the parents and teachers of the participants before and after the yoga practice. In line with the findings, a statistically significant difference was found between the pre-test and post-test scores of the preschool social skills assessment scale total score, initial skills sub-dimension, academic support sub-dimension, and emotional management sub-dimension according to both parent and teacher evaluations of the children. However, in the friendship skills sub-dimension of the social skills scale, there was a statistical difference between the pre-test and post-test scores according to the teacher's evaluations, but no statistical difference was found according to the evaluations of the parents. In the emotion regulation scale, on the other hand, no statistical difference was found between the negativity/variability sub-dimension pre-test and post-test scores, according to both parent and teacher evaluations. However, while there was a statistical difference between the pre-test and post-test scores of the emotion regulation sub-dimension of the emotion regulation scale, according to teacher evaluations, no statistical difference was found according to parent evaluations.
In the research, it was aimed to examine the effect of yoga program on emotion regulation and social skills of five-year-old children. The study group of the research consisted of children (n=32) in an independent kindergarten, parents (n=32) and teachers (n=2) of the children. Convenient sampling method, one of the random sampling methods, was used to determine the study group. The research was carried out in the province of Izmir. Within the scope of the research, teachers and parents were asked to fill in the "Preschool Social Skills Assessment Scale-OSBED Teacher-Parent Form", "Emotion Regulation Scale" and "Demographic Form" before and after the application. It is seen that the scale scores used are reliable enough for the analysis (?>.60). When the Shapiro Wilk normality test results were examined, the Wilcoxon test was used to compare the intra-group pre-test and post-test scores, since the data were not suitable for normal distribution. The yoga program to be used in practice was created by a researcher with an International Child Yoga Instructor Certificate. The program was implemented by the researcher in a systematic and regular manner, at the same time every day of the week, in a total of 20 applications for four weeks. Scales were applied to the parents and teachers of the participants before and after the yoga practice. In line with the findings, a statistically significant difference was found between the pre-test and post-test scores of the preschool social skills assessment scale total score, initial skills sub-dimension, academic support sub-dimension, and emotional management sub-dimension according to both parent and teacher evaluations of the children. However, in the friendship skills sub-dimension of the social skills scale, there was a statistical difference between the pre-test and post-test scores according to the teacher's evaluations, but no statistical difference was found according to the evaluations of the parents. In the emotion regulation scale, on the other hand, no statistical difference was found between the negativity/variability sub-dimension pre-test and post-test scores, according to both parent and teacher evaluations. However, while there was a statistical difference between the pre-test and post-test scores of the emotion regulation sub-dimension of the emotion regulation scale, according to teacher evaluations, no statistical difference was found according to parent evaluations.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
