Öğretmen ve ebeveyn tutumlarının okul öncesi dönem çocuklarının problem çözme becerilerine etkisinin incelenmesi
Küçük Resim Yok
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Karabük Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, öğretmen ve ebeveyn tutumlarının okul öncesi dönem çocuklarının problem çözme becerilerine etkisinin incelenmesi amaçlanmıştır. Çalışmanın evreni Karabük İli Safranbolu İlçesindeki resmi okul öncesi kurumlarına devam eden 5-6 yaş grubundaki çocuklar, bu çocukların anne ve babaları ile okul öncesi öğretmenlerinden oluşmaktadır. Çalışma grubunu okul öncesi eğitim kurumuna devam eden 60 kız 60 erkek olmak üzere toplam 120 çocuk, bu çocukların anne ve babaları ve okul öncesi sınıf öğretmenleri (N=15) oluşturmuştur. Verilerin toplanmasında Problem Çözme Becerileri Ölçeği (4-7 yaş), "Öğretmen Tutum Envanteri" ve "Ebeveyn Tutum Ölçeği" kullanılmıştır. Verilerin analizinde, Bağımsız t testi ve One-Way ANOVA testi ile, değerlerin normal dağılmadığı durumda Kruskal Wallis H ve Mann Whitney U testi kullanılmıştır. Sonuç olarak; anne tutumlarının anne yaşından anlamlı ölçüde etkilendiği (p<0,05), anne öğrenim durumu ve mesleği, çocuğun cinsiyeti doğuş sırası, kardeş sayısı ve okula devam etme yılı ile aile yapısından anlamlı ölçüde etkilenmediği belirlenmiştir (p>0,05). Babaların çocuklarına karşı tutumlarının genel olarak baba öğrenim düzeyinden anlamlı ölçüde etkilendiği (p<0,05), babaların mesleği ile çocukların doğuş sırası, kardeş sayısı ve okula devam etme yılları değişkenlerinden anlamlı şekilde etkilenmediği belirlenmiştir (p>0,05). Çocukların problem çözme becerilerinin çocukların cinsiyeti, kardeş sayısı, aile yapısı ve okula devam süresi değişkenlerinden etkilenmediği (p>0,05), ilk ve son sırada doğan çocukların problem çözme becerilerinin ortanca çocuklardan daha düşük olduğu belirlenmiştir. Öğretmenlerin otoriter tutumları arttıkça çocukların problem hakkında soru sorma becerilerinin ve nesneleri bilinenden farklı kullanma becerilerinin arttığı, öğretmenlerin demokratik tutumları arttıkça çocukların bir takım eylemlerin sonucunu tahmin etme ve genel olarak problem çözme becerilerinin azaldığı belirlenmiştir. Anahtar Kelimeler: Problem Çözme, Öğretmen Tutumu, Anne Baba Tutumu, Okul Öncesi.
Effects of Teachers and Parents' Attitudes on the Problem Solving Skills of Preschool Children This study aims to examine the impacts of the teachers and parents' attitudes on the problem solving skills of preschool children. The universe of the study was composed of 5-6 years old children who continued the formal pre-school institutions in Safranbolu county located in Karabük province and the mothers, fathers as well as the teachers of these children. In the study, there were totally 120 children, the mothers and fathers of these children and the preschool teachers (N:15). The "Problem Solving Skills Scale" (4-7 years old), "Teacher Attitude Inventory" and "Parental Attitude Scale" were used to data. In the analyses of the data conducted to evaluate the independent student-t and One-Way ANOVA tests were used when the values were normally distributed, whereas the Kruskal Wallis H and Mann Whitney U tests were used when the values were not normally distributed. As a conclusion, we have found that the attitudes of mothers towards their children were influenced significantly by the age of mothers (p<0,05) whereas the education status and the occupation of mothers, the gender and the birth order of the children, number of siblings, the family structure and the duration of the preschool education did not affect the attitudes of mothers (p>0,05). On the other hand, the attitudes of fathers towards their children were affected significantly by the education status (p<0,05) whereas the occupation of the fathers, the birth order of the children, the number of siblings and the duration of the preschool education did not affect the attitudes of fathers (p>0,05). The problem solving skills of children were not influenced by their gender, the number of siblings, the family structure and the duration of their preschool education (p>0,05) whereas their skills were shown to be affected by the order of their birth. The problem solving skills of the children who were born in the first and the last were less developed compared to other siblings. It has been observed that as the authoritarian attitudes of teachers increased, the questioning skills of children and the ability to use the objects in different purposes also increased. Conversely, we have indicated that the estimation skills of the consequences of events and the general problem solving skills of children decreased as democratic attitudes of the teachers increased. Key Words: Problem-solving, Teacher Attitude, Mother/Father Attitude, Pre-school.
Effects of Teachers and Parents' Attitudes on the Problem Solving Skills of Preschool Children This study aims to examine the impacts of the teachers and parents' attitudes on the problem solving skills of preschool children. The universe of the study was composed of 5-6 years old children who continued the formal pre-school institutions in Safranbolu county located in Karabük province and the mothers, fathers as well as the teachers of these children. In the study, there were totally 120 children, the mothers and fathers of these children and the preschool teachers (N:15). The "Problem Solving Skills Scale" (4-7 years old), "Teacher Attitude Inventory" and "Parental Attitude Scale" were used to data. In the analyses of the data conducted to evaluate the independent student-t and One-Way ANOVA tests were used when the values were normally distributed, whereas the Kruskal Wallis H and Mann Whitney U tests were used when the values were not normally distributed. As a conclusion, we have found that the attitudes of mothers towards their children were influenced significantly by the age of mothers (p<0,05) whereas the education status and the occupation of mothers, the gender and the birth order of the children, number of siblings, the family structure and the duration of the preschool education did not affect the attitudes of mothers (p>0,05). On the other hand, the attitudes of fathers towards their children were affected significantly by the education status (p<0,05) whereas the occupation of the fathers, the birth order of the children, the number of siblings and the duration of the preschool education did not affect the attitudes of fathers (p>0,05). The problem solving skills of children were not influenced by their gender, the number of siblings, the family structure and the duration of their preschool education (p>0,05) whereas their skills were shown to be affected by the order of their birth. The problem solving skills of the children who were born in the first and the last were less developed compared to other siblings. It has been observed that as the authoritarian attitudes of teachers increased, the questioning skills of children and the ability to use the objects in different purposes also increased. Conversely, we have indicated that the estimation skills of the consequences of events and the general problem solving skills of children decreased as democratic attitudes of the teachers increased. Key Words: Problem-solving, Teacher Attitude, Mother/Father Attitude, Pre-school.
Açıklama
Sağlık Bilimleri Enstitüsü, Çocuk Gelişimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
