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Okul Öncesi Çocukların Kişilerarası Problem Çözme Becerisi ve Kavram Gelişimi Arasındaki İlişkinin İncelenmesi.

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Title: Okul Öncesi Çocukların Kişilerarası Problem Çözme Becerisi ve Kavram Gelişimi Arasındaki İlişkinin İncelenmesi.
Alternate Title: Investigation of Relationship between the Skills to Solve Interpersonal Problems and Concept Development of Preschool Children.
Authors: YOLERİ, Sibel1 sibel.yoleri@usak.edu.tr
Source: Education & Science / Egitim ve Bilim. 2014, Vol. 39 Issue 173, p82-90. 19p.
Subject Terms: *Preschool children, Interpersonal conflict, Awareness, Pearson correlation (Statistics), Bracken Basic Concept Scale, Textures
Abstract (English): This study aims to examine the relation between the concept development and the solutions of interpersonal problems of 4-6 year old children. The study is in a relational survey method. The sample of the study consisted of 757 preschool children of between the ages of 4 and 6, who were attending preschool and living in İzmir. The children's concept development was determined by the Bracken Basic Concept Scale-Expressive Form (BBCS-E), which was designed by Bracken (1984) and adapted to three and six-year-old Turkish children by Yoleri (2010). For abilities in solving interpersonal problems, Interpersonal Problem Solving Test (PIPS), which was developed by Spivack ve Shure (1974) and adapted by Dinçer (1995) to Turkish children, were used. The statistical examinations of the concept development and solutions brought to interpersonal problems have been assessed with Pearson Correlation Analysis. Results of this study shows that there was a statistically significant positive relationship between the total points of solutions brought by the children to interpersonal problems and the SRC, Direction/Position, and Time/Sequence concepts. However, it was found out that there is no statistically significant relation from self/social awareness, texture/material and quantity. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu çalışmanın amacı, okul öncesi 4-6 yaş çocukların kişilerarası problem çözme becerisi ile kavram gelişimleri arasındaki ilişkiyi incelemektir. Araştırmada ilişkisel tarama yöntemi kullanılmıştır. Araştırmanın örneklem grubunu, İzmir ilinde yaşayan, anaokuluna devam eden 4-6 yaş grubu 757 çocuk oluşturmuştur. Veri toplama araçları olarak, çocukların kavram gelişimini belirlemek amacıyla Bracken (1984) tarafından geliştirilen, 2006'da revize edilen ve Yoleri (2010) tarafından geçerlik ve güvenirliği yapılan Bracken Temel Kavram Ölçeği-İfade Edici Formu; kişilerarası problem çözme becerisi için Spivack ve Shure (1974) tarafından geliştirilmiş ve Türkçeye uyarlaması Dinçer (1995) tarafından yapılmış olan Okul Öncesi Çocuklar İçin Kişiler Arası Problem Çözme Testi kullanılmıştır. Veri analizinde, Pearson Momentler Çarpımı Korelasyon Katsayısı Tekniği'nden yararlanılmıştır. Araştırmanın sonuçlarına göre, kişilerarası sorunları çözmede çocuklar tarafından getirilen çözümlerin toplam puanı ile Bracken Temel Kavram Ölçeği-İfade Edici Formu alt testlerinden ilk beş alt testin oluşturduğu Okula Hazır Oluş puanı (renk, harf/ses, sayı/sayma, boyut/karşılaştırma, şekil) arasında istatistiksel olarak anlamlı bir ilişkinin olduğu görülmektedir. Ayrıca yine kişilerarası problem çözme becerisi ile Bracken Temel Kavram Ölçeği- İfade Edici Formu alt testlerinden Yön/Konum ve Zaman/Sıralama arasında istatistiksel olarak anlamlı bir ilişki bulunmuştur. Buna karşılık Benlik/Sosyal Farkındalık, Doku/Materyal ve Miktar alt testleri açısından istatistiksel açıdan anlamlı bir ilişki bulunamamıştır. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study aims to examine the relation between the concept development and the solutions of interpersonal problems of 4-6 year old children. The study is in a relational survey method. The sample of the study consisted of 757 preschool children of between the ages of 4 and 6, who were attending preschool and living in İzmir. The children's concept development was determined by the Bracken Basic Concept Scale-Expressive Form (BBCS-E), which was designed by Bracken (1984) and adapted to three and six-year-old Turkish children by Yoleri (2010). For abilities in solving interpersonal problems, Interpersonal Problem Solving Test (PIPS), which was developed by Spivack ve Shure (1974) and adapted by Dinçer (1995) to Turkish children, were used. The statistical examinations of the concept development and solutions brought to interpersonal problems have been assessed with Pearson Correlation Analysis. Results of this study shows that there was a statistically significant positive relationship between the total points of solutions brought by the children to interpersonal problems and the SRC, Direction/Position, and Time/Sequence concepts. However, it was found out that there is no statistically significant relation from self/social awareness, texture/material and quantity. [ABSTRACT FROM AUTHOR]
ISSN:13001337