THE STUDY OF THE EFFECTS OF MOTHER’S EDUCATION LEVEL AND GENDER ON CHILDREN’S PERCEPTION OF UNDERSTANDING MORAL RULESa

Abstract

The purpose of the present study is to find out the effects of sub-social characteristics, mother‘s education level, the number of siblings and gender on 7-8 and 9 year-olds‘ (N=257) perception of understanding social and moral rules. The population forming the study is the students attending elementary schools of Directorate of National Education in the province of Konya during the academic year 2004-2005. Of these 257 students as the study sample, 89 students represented the city culture, 78 of them represented the town culture, and 90 of them represented the village culture. In order to determine children‘s perception of understanding moral and social rules, ‗Perception of Understanding Moral and Social Rules Scale‘ (P.U.M.S.R.S), adapted from Smetana (1981) and developed by Nobes and Pawson (2003), is applied. According to the findings regarding children‘s Perception of Understanding Moral Rules, the mother‘s educational background is effective on children‘s Perception of Understanding Moral Rules (U.M.R) in terms of seriousness and alterability of rules sub-dimensions. Besides, socio-cultural level of students found to be effective only in sub-dimension of authority contingency. Moreover, influences of gender is found effective only in lack of rules sub-dimension considering the total score average. Considering the findings regarding children‘s Perception of Understanding Social Rules, the mother‘s educational background was significant in terms of the average score of those who were educated and illiterate regarding the alterability of rules sub-dimension. There were no significant differences in any of the sub-dimensions considering the number of siblings. All differences in the present study are discussed as significant at the p< 0.05 level or greater

Keywords

• Perception, moral, social, elementary school

ANNE EĞİTİM DÜZEYİNİN VE CİNSİYETİN ÇOCUKLARIN AHLAK KURAL BİLGİSİ ALGILARINA ETKİSİNİN İNCELENMESİ

Abstract

Bu araĢtırmanın amacı, ilköğretime devam eden 7-8 ve 9 yaĢ çocukların (N=257), sosyokültürel düzey, anne eğitim durumu, kardeĢ sayısı ve cinsiyetlerinin ahlaki kural bilgilerine etkisini incelemektir. AraĢtırmanın örneklem grubunu 2004–2005 öğretim yılında Konya Ġl Milli Eğitim Müdürlüğü'ne bağlı ilköğretim okullarına devam eden öğrenciler oluĢtururken, örneklem grubunu, Ģehir kültürünü temsil eden 89 çocuk; kasaba kültürünü temsil eden 78 çocuk ve köy kültürünü temsil eden 90 çocuk olmak üzere toplam 257 çocuk oluĢturmaktadır. AraĢtırmada çocukların ahlaki ve sosyal kural bilgilerini belirlemek amacıyla Nobes ve Pawson‘nın (2003) Smetana‘dan (1981) alıp geliĢtirdiği Ahlak ve Sosyal Kural Bilgisi Algısı Ölçeğinin (ASKBAÖ) Ahlak Kural Bilgisi Algısı alt boyutu kullanılmıĢtır. Elde edilen bulgulara göre annenin eğitim durumunun çocukların Ahlak Kural Bilgileri (A.K.B) üzerinde etkili olduğu sonucu elde edilmiĢtir. Cinsiyet değiĢkeninin, Ahlak Kural Bilgisi alt boyutlarından sadece Kural Yokluğu Algısı Ahlak Kural Bilgisi Puan Ortalamaları üzerinde etkili olduğu görülürken diğer alt boyutlarda etkili olmadığı saptanmıĢtır.

Keywords

• Algı, ahlak, sosyal, ilköğretim

References

1. Arı, R. et al., (1998). Learning Development and Psychology.Konya: Günay Ofset.
2. Aydın, Y. (1997). The study of primary school 4th, 5th, and 6th grade students’ values in terms of gender. (Unpublished Master Thesis) İstanbul: M.Ü. Institute of Education Sciences.
3. Çagdas, A. and (Şahin) Seçer, Z. (2002). Social and Moral Development in Childhood and Adolescence. Konya: Nobel Press.
4. ———(2005). Parent Education. Konya: Eğitim Bookstore.
5. Flynn, T. M. (1984). ‘Age, Sex, Intelligence, and Parents’ Occupation and The Moral Development of the Preschool Child’, The Journal of Psychology, 117, 251-255.
6. Geçtan, E. (1982). Life and Abnormal Behaviors, Ankara: Maya Publishing.
7. Hetherington, EM. & Parker RD. (1993). Child Psychology: A Contemporary Viewpoint. New York: McGrawhill
8. Ilgar, M. Z. (1996). ‘The Effects of Focus of Control System on Values, Moral Development Level, and Moral Judgment of Self' (Unpublished PhD Thesis) Erzurum: Atatürk University. Institute of Social Sciences Department of Educational Sciences.

9. İnan, T. (1999). ' The Immigration and Cultural Integration in Konya Sample' (Master Thesis). Konya
10. James E., Johnson Ann, McGillicuddy-Delisi, (1983), Family Environment Factors and Children's Knowledge of Rules and Conventions Child Development, Vol. 54, No. 1, pp. 218-226 Published by: Wiley on behalf of the Society for Research in Child Development
11. Kulaksızoğlu, A. (2001). Adolescent Psychology. (4th Edition), İstanbul: Remzi Bookstore.
12. Kağıtçıbaşi, Ç. (1979). Human and People. Istanbul: Cem Offset Printing Industries Inc.
13. ———(1980). 'Value of Children in Turkey, Development settings and Precautions To Be Taken,’ Ankara: Journal of Psychology. Issue.10.
14. ———(1982). Sex Roles, Family and Community in Turkey,’ Bloomington. Indiana-USA: Indiana University.
15. ——— (1988). Human and People. İstanbul: Evrim Press.
16. Nobes, G. ve Pawson, C. (2003). ‘Children’s Understanding of Social Rules & Social Status,’ University of London.
17. Ocakcı, A. (2005). ‘Family Child Relations' Zonguldak Karaelmas University School of Health Occupation.http: //www.sosyalhizmetuzmani.org/ailecocukiliskisi.htm
18. Özeri, Z. N. (2004). " Religious and Moral Education in Preschool.", 1st Edition. DEM Publishing," İstanbul.
19. Piotrowski C. (1997). ‘Rules of Everyday Family Life: The Development of Social in Mother-Child and Sibling Relationships,’ University of Manitoba, Winnipeg, Canada International Journal of Behavioral Development.21 (3), 571-598.
20. Santrock, J. W. 1993. Adolescence: An introduction (5th edition). Dubuque, IA: Wm. C. Brown Communications, Inc.
21. Sanderson, J. A. & Siegal, M. (1988). ‘Conceptions of Moral & Social Rules in Rejected and Nonrejected Preschhoolers,’ Journal of Clinical Child Psychology, Vol. 17 No:1, 66-72.
22. Senemoğlu, N. (1997). From Development, Learning and Teaching Theory to Practice. Ankara: Ertan Publications.
23. Smetana, J.G. (1999). ‘Journal of Moral Education, The Role of Parents in Moral Development,’ A Social Domain Analysis. Vol 28. Number:3.
24. Smetana, J. G. Schlagman, N. & Walsh Adams, P. (1993). ‘Preschool Children’s Judgments about Hypothetical and Actual Transgressions,’ Child Development, University of Rochester. 64, 202-214.
25. Smetana, J. G. (1981). ‘Preschool Children’s Conceptions of Moral & Social Rules,’ Child Development, 52, 1333-1336.
26. Walker, Sue, Irving, Kym ve Berthelsen, Donna. (2002). ‘Gender Influences on Pre-school Children’s Social Problem Solving,’ Journal of Genetic Psychology. J. Genet, 163 (2):197-210.
27. Yazgan İnanç, B. , Bilgin, M. Kılıç Atıcı, M. (2004). 'Child and Adolescent Development,' Developmental Psychology. Nobel Press.
28. Yılmaz, N. (1991). Kindergarten Teacher's Guide Book. Istanbul: Ya-Pa Publications.
29. Yörükoğlu, A. (1993). Children's Mental Health. Istanbul: Özgür Press.