Mizaç temelli eğitim programının çocukların problem davranışları ve aile içi iletişime etkisinin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Karabük Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı okul öncesi eğitime devam eden çocuğa sahip annelere uygulanan Mizaç Temelli Eğitim Programının, çocukların problem davranışlarına ve aile içi iletişime etkisini incelemektir. Ön test-son test kontrol gruplu yarı deneysel desenli araştırmada nitel ve nicel yöntemlerin birlikte ele alındığı karma yöntem kullanılmıştır. Çalışma grubunda, okul öncesi yaştaki çocuğu anaokuluna devam eden 17'si deney grubu, 17'si kontrol grubu olmak üzere 34 anne yer almıştır. Verilerin toplanmasında Kişisel Bilgi Formu, Çocuklar İçin Mizaç Ölçeği (ÇİMÖ), Okul Öncesi ve Anasınıfı Davranış Ölçekleri (OÖADÖ), Anne-Baba-Çocuk İletişimini Değerlendirme Aracı (ABÇİDA) ve araştırmacı günlükleri kullanılmıştır. Deney ve kontrol grubuna ön testlerin uygulanmasının ardından deney grubuna 12 oturumluk Mizaç Temelli Eğitim Programı uygulanmıştır. Eğitimin tamamlanmasının ardından konuyla ilgili olarak tüm ebeveynlere eğitim semineri verilmiştir. Eğitim günlerine ait araştırmacı günlükleri yazılmıştır. Eğitim sonrası deney ve kontrol grubuna son testler uygulanmıştır. Nicel veriler bilgisayar ortamında analiz edilmiş, analizlerde parametrik olmayan istatistikler kullanılmıştır. Deney ve kontrol grubundaki annelerin kişisel bilgileri frekans ve yüzdeleri verilmiş, ölçek puanları betimsel istatistikleri yapılmıştır. Çalışmanın başlangıcında, deney ve kontrol grubunun birbirine yakın özellikler gösterdiği görülmüştür. Grupların ön test ve son test ölçüm puanları arasındaki farkın incelenmesinde Mann Whitney U Testi kullanılmış, deney ve kontrol grubu ön test-son test ve izleme testi puanları arasındaki farklılık incelenirken Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırmacı günlüklerine dayalı nitel veriler, nicel verilerin yorumlanmasında katılımcıların görüşlerine doğrudan yer verme şeklinde kullanılmıştır. Araştırma sonucunda Mizaç Temelli Eğitim Programı'nın çocukların problem davranışlarını azalttığı ve aile içi iletişimlerini olumlu yönde etkilediği belirlenmiştir. Programın annelerin çocukları ile iletişimlerini ve davranış yönetme becerilerini desteklediği sonucuna ulaşılmıştır. Anahtar Sözcükler: Mizaç, eğitim programı, aile içi iletişim, problem davranış.
The aim of this study was to examine the effect of the Temperament-Based Education Program on mothers of children attending preschool education on children's problem behaviors and family communication. In this quasi-experimental study with a pretest–post-test control group, a mixed method was used in which qualitative and quantitative methods were used together. The study group consisted of 34 mothers, 17 in the experimental group and 17 in the control group, whose preschool-aged children attended kindergarten. The personal Information Form, Temperament Scale for Children (TIMC), Preschool and Kindergarten Behavior Scales (PBSBS), Parent-Child Communication Assessment Tool (PCCA), and researcher diaries were used to collect the data. After the pretests were administered to the experimental and control groups, a 12-session Temperament-Based Education Program was applied. After completion of the training, a training seminar was provided to all parents on the subject. The researcher's diaries on the training days were written. After training, post-tests were conducted on the experimental and control groups. Quantitative data were analyzed in a computer environment, and nonparametric statistics were used in the analysis. The personal information of the mothers in the experimental and control groups was presented as frequencies and percentages, and descriptive statistics of the scale scores were obtained. At the beginning of the study, it was observed that the experimental and control groups showed similar characteristic. The Mann-Whitney U test was used to examine the difference between the pre-test and post-test measurement scores of the groups, and the Wilcoxon signed-rank test was used to examine the difference between the experimental and control group pre-test, post-test, and follow-up test scores. Qualitative data based on the researcher's diaries were used to interpret the quantitative data by directly including the views of the participants. The results showed that the Temperament-Based Education program reduced children's problem behaviors and positively affected their communication within the family. It was concluded that the program supported mothers' communication with their children and their behavior management skills. Keywords: Temperament, education program, family communication, problem behavior
The aim of this study was to examine the effect of the Temperament-Based Education Program on mothers of children attending preschool education on children's problem behaviors and family communication. In this quasi-experimental study with a pretest–post-test control group, a mixed method was used in which qualitative and quantitative methods were used together. The study group consisted of 34 mothers, 17 in the experimental group and 17 in the control group, whose preschool-aged children attended kindergarten. The personal Information Form, Temperament Scale for Children (TIMC), Preschool and Kindergarten Behavior Scales (PBSBS), Parent-Child Communication Assessment Tool (PCCA), and researcher diaries were used to collect the data. After the pretests were administered to the experimental and control groups, a 12-session Temperament-Based Education Program was applied. After completion of the training, a training seminar was provided to all parents on the subject. The researcher's diaries on the training days were written. After training, post-tests were conducted on the experimental and control groups. Quantitative data were analyzed in a computer environment, and nonparametric statistics were used in the analysis. The personal information of the mothers in the experimental and control groups was presented as frequencies and percentages, and descriptive statistics of the scale scores were obtained. At the beginning of the study, it was observed that the experimental and control groups showed similar characteristic. The Mann-Whitney U test was used to examine the difference between the pre-test and post-test measurement scores of the groups, and the Wilcoxon signed-rank test was used to examine the difference between the experimental and control group pre-test, post-test, and follow-up test scores. Qualitative data based on the researcher's diaries were used to interpret the quantitative data by directly including the views of the participants. The results showed that the Temperament-Based Education program reduced children's problem behaviors and positively affected their communication within the family. It was concluded that the program supported mothers' communication with their children and their behavior management skills. Keywords: Temperament, education program, family communication, problem behavior
Açıklama
Lisansüstü Eğitim Enstitüsü, Çocuk Gelişimi ve Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training ; Psikoloji
