Okul Öncesi Dönem Çocuklarının Hikâye Anlama ile Zihin Kuramı Becerileri Arasındaki İlişkinin İncelenmesi

Abstract

            Bu araştırmanın amacı okul öncesi dönem çocuklarının hikâye anlama ile Zihin Kuramı becerileri arasındaki ilişkiyi araştırmaktır. Araştırma ilişkisel tarama modelinde yürütülmüştür. Araştırmanın çalışma grubunu, 2017-2018 eğitim öğretim yılı güz döneminde Kırşehir il merkezinde bulunan Milli Eğitim Bakanlığına bağlı dört bağımsız anaokulunda eğitimine devam eden 133 (67 kız, 66 erkek) çocuk oluşturmaktadır. Araştırmanın verileri Zihin Kuramı Ölçeği ve Hikâye Anlama Soruları kullanılarak toplanmıştır. Çalışma kapsamında Frederick ve Ağustos Böceği ile Karınca hikâyeleri çocuklara okunmuştur. Araştırma bulguları, hikâye anlama toplam puanları ile Zihin Kuramı Ölçeği toplam puanları arasında pozitif yönlü orta düzeyde bir ilişki (r=.46) olduğunu göstermiştir. Zihin Kuramı Ölçeği’nin alt boyutları ile Hikâye anlama toplam puanları arasındaki ilişki incelendiğinde, İçerik Yanlış İnanış alt boyutu en yüksek korelasyon katsayısına (r=.43) sahipken, Farklı İstek alt boyutu en düşük korelasyon katsayısına (r=.16) sahip olduğu bulunmuştur. Ayrıca, çocukların hikâye anlama ve Zihin Kuramı puanları arasında cinsiyet değişkeni açısından kızların lehine anlamlı bir fark bulunmuştur. Çalışma bulguları ilgili alanyazın ışığında tartışılmıştır. 

Keywords

• Zihin Kuramı,Okul Öncesi eğitim,Hikâye Anlama,Hikâye kitapları

An Examination of the Relationship between Preschoolers’ Story Comprehension and Theory of Mind Skills

Abstract

This study aims to reveal the relationship between preschool children’s story comprehension and Theory of Mind skills. The study was conducted, using the correlational survey model. The study group consists of 133 (67 girls and 66 boys) children, selected through the convenience sampling method, studying at four public kindergarten that are located in the central district of Kirsehir province of Turkey in the Fall semester of the 2017-2018 academic year. The study data were collected, using the Theory of Mind Scale and Story Comprehension Questions. Two illustrated storybooks titled Frederick and Ağustos Böceği ile Karınca [The Ant and the Grasshopper] were read to the children during the study. According to the findings, a moderate positive correlation was found between story comprehension and Theory of Mind (r = 46). The highest correlation between the subtasks of the Theory of Mind and story comprehension was in the Content False Belief task (r = 43), while the lowest correlation was in the Diverse Desires task (r = 16). Additionally, a significant difference was found in favor of the girls between story comprehension and Theory of Mind in terms of gender. The study findings are discussed in the light of the relevant literature.

Keywords

• Preschool education,Theory of Mind,Story Comprehension,Storybooks

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