Kodlama Etkinliklerinin Okul Öncesi Dönem Çocuklarının Bilişsel Tempolarına Etkisi

Öz

Kodlama etkinlikleri, çocukların hayal gücü ve yaratıcılığını artıran, problem çözme becerilerini geliştiren, var olan bir problem durumuna farklı çözüm yolları üretebilmesini sağlayan ve bu çözüm yollarını benzer problem durumlarına transfer ederek bilişsel düşünme becerilerini desteklemektedir. Bu araştırma kodlama etkinliklerinin okul öncesi dönemi çocuklarının bilişsel stillerine etkisini incelemeyi amaçlamaktadır. Öntest-sontest kontrol gruplu deneysel desenli olan bu araştırmanın çalışma grubunu Konya ili Selçuklu ilçesinde bulunan bir devlet anaokulunda eğitim almakta olan 13’ü deney grubunda, 12’si kontrol grubunda olmak üzere toplam 25 çocuk oluşturmaktadır. Çalışmaya katılan çocukların bilişsel tempolarını belirlemek amacıyla Wright (1971) tarafından geliştirilen ve Seçer ve ark. (2010) tarafından Türkçe’ye uyarlaması yapılan KRISP-A (Kansas Okul Öncesi Dönemdeki Çocuklar için Düşünsellik – İçtepisellik Ölçeği A Formu) veri toplama aracı olarak kullanılmıştır. Deney grubundaki çocuklar ile on hafta olmak üzere haftada iki oturum şeklinde toplam 20 oturumluk Kodlama Etkinlikleri yapılmıştır. Araştırmanın kontrol grubuyla herhangi bir çalışma yapılmayıp okul öncesi programa devam edilmiştir. Araştırmada kodlama etkinliklerinin deney grubu çocuklarının yanıt süresini kısalttığı, başka bir deyişle kodlama etkinliklerinin çocukların daha hızlı yanıt verebilme becerisini desteklediği sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Kodlama etkinlikleri
• Bilişsel tempo
• Okul öncesi

The Effect of Coding Activities on Cognitive Tempo of Preschool Children

Abstract

Coding activities support cognitive thinking skills by increasing children's imagination and creativity, improving their problem-solving skills, enabling them to produce different solutions to an problem situation, and transferring these solutions to similar problem situations. This research aims to examine the effects of coding activities on the cognitive styles of preschool children. The study group of this research, which has an experimental design with a pretest-posttest control group, consists of a total of 25 children, 13 of whom are in the experimental group and 12 of whom are in the control group, studying in a public kindergarten in Selçuklu district of Konya province. The data collection tool used in this study to determine the cognitive tempo of participating children was KRISP-A (Kansas Reflection-Impulsivity Scale for Preschoolers, Form A), developed by Wright (1971) and adapted into Turkish by Seçer and colleagues (2010). A total of 20 sessions of Coding Activities were carried out with the children in the experimental group twice a week for ten weeks. No study was conducted with the control group, and the preschool program continued. The study concluded that coding activities shortened the response time of the children in the experimental group; in other words, coding activities supported the children's ability to respond faster.

Keywords

• Coding activities
• Cognitive themes
• Preschool children

References

1. Bers, M. (2008). Blocks to robots: Learning with technology in the early childhood classroom. New York: Teachers College Press
2. Demir, B. E. & Demir, F. (2021). Coding, Robotics and Computational Thinking in Preschool Education: The Design of Magne-Board. European Journal of Science and Technology, (23), 52-61.
3. Demirer, V. and Sak, N. (2016). Programming Education and New Approaches Around The World and in Turkey. Theory and Practice in Education, 12 (3), 521-546. Retrieved from https://dergipark.org.tr/tr/pub/eku/issue/26697/280853
4. Ergin G, (2020). Investigation of the effects of activities in the TÜBİTAK Meraklı Minik magazine on social skills and cognitive tempo levels in preschool children (48-60 months). Master's Thesis, Dumlupınar University Graduate Education Institute, Kütahya.
5. Gander, M. J. and Gardiner H.W. (2001). Child and adolescent development. (A. Dönmez, N. Çelen and B. Onur, Trans.) Ankara: İmge Kitabevi.
6. Gargallo, B. (1993). Basic variables in reflection-impulsivity: A training programme to increase reflectivity. European Journal of Psychology of Education, 8(2), 151-167.
7. Kagan, J., Rosman, B. L., Day, D., Albert, J., & Phillips, W. (1964). Information processing in the child: Significance of analytic and reflective attitudes. Psychological Monographs, 78 (1), 578.
8. Karasar N. (2009). Scientific research method. Ankara, Nobel Publishing

9. Keleş E. and Çepni S., (2006), Brain and Learning, Turkish Science Education Journal, Year 3, Issue 2, December.
10. Konyaoğlu (2019), The Effects of Robotic Coding Education on Problem Solving Skills of Secondary School Students and Students' Views on Robotic Coding Activities. Master's Thesis. Bolu Abant İzzet Baysal University, Institute of Educational Sciences. Bolu
11. Odacı, M. M., and Uzun, E. ( 2017). Information Technologies Teachers' Views on Coding Education and Usable Tools in Preschool: A Case Study. 11th International Computer and Educational Technologies Symposium (pp. 702-709). Malatya: İnönü University.
12. Özbey T. (2018). Coding Education and Coding Tools in Preschool Period. Discussion Texts. Istanbul Commerce University, Social Sciences Institute, Department of Family Education and Counseling, Family Education and Counseling
13. Secer Z, Çeliköz N, Yaşa S. (2008). Cognitive styles of preschool children According to the understanding of moral and social rules. Selcuk University Social Sciences Institute Journal, 20, 561 – 576.
14. Secer Z, Sari H, Celikoz N, Ure O, (2009). Investigation of cognitive styles of preschool children in terms of some variables. Selcuk University Social Journal of the Institute of Sciences, 21, 407.
15. Secer Z, Çeliköz N, Koçyiğit S, Seçer F, Kayılı G. 2010. Social skills and problem behaviors of children with different cognitive styles who attend preschool education. Australian Journal of Guidance and Counselling, 20(1), 91 – 98.
16. Tozduman Yaralı, K. & Güngör Aytar, F. A. (2019). Investigation of Self-Perception of Preschool Children According to Their Cognitive Tempo. Journal of Social Sciences And Education, 2 (2 ), 287-299. Retrieved from https://dergipark.org.tr/tr/pub/josse/issue/49908/594370
17. Ünsal L. (2019). Examining the views of preschool and primary school administrators on coding education (Bağcılar district example ). Institute of Social Sciences.
18. Yüce M. (2023)., The Effect of Scamper Applications on the Cognitive Tempo of Preschool Children, Master's Thesis. Selçuk University Institute of Health Sciences. Konya
19. Zelniker, T., & Jeffrey, W. E. (1979). Attention and cognitive style in children. In G. H. Hale & M. Lewis (Eds.), Attention and cognitive development (pp. 275–293). New York: Plenum Press