Erken Çocukluk Eğitimi Yapısal Kalite Göstergeleri ve PISA Fen Okur-yazarlık Becerileri Arasındaki İlişki: Ülkeler-Arası Karşılaştırma

Year 2020, , 186 - 216, 30.06.2020

Elif Buldu , Refika Olgan

https://doi.org/10.17522/balikesirnef.618977

Cited By: 1

Abstract

Bu çalışmanın temel amacı, farklı ülkelerde erken çocukluk eğitimindeki çeşitli kalite göstergeleriyle, çocukların sonraki Uluslararası Öğrenci Değerlendirme Programı (PISA) daki Fen okur-yazarlık becerileri arasındaki ilişkiyi araştırmak ve ülkeler-arası bir karşılaştırma yapmaktır. Kullanılan ülkeler-arası göstergeler; okul öncesi eğitimdeki kamusal ve özel harcamalar, öğrenci-öğretmen oranı, kaydolma oranı, okul öncesi eğitim süresi, okul öncesi eğitime başlama yaşı, yetişkin okur-yazarlığı oranı ve kişi başına düşen milli gelir dahil olmak üzere, daha önceki yıllarda toplanan verilerden elde edilmiştir.. Bulgular; kamusal harcamalar, öğrenci-öğretmen oranı, kişi başına düşen milli gelir, yetişkin okur-yazarlık oranı ve çocukların sonraki PISA değerlendirmesindeki fen okur-yazarlık performansları arasındaki ilişkilerin ülkeler-düzeyinde pozitif yönde istatistiksel olarak anlamlı olduğunu göstermiştir. Mevcut çalışmanın önemli çıkarımlarından birisi; (Türkiye dahil) diğerlerine kıyasla okul öncesi eğitiminde daha az kamu harcaması yapan ülkelerin, harcamalarına ilişkin mevcut harcama seviyelerini yükseltmesi ve kamu sektörü için daha detaylı bir okul öncesi harcama ajandası planlaması gerektiğidir. 

Keywords

Ülkeler-arası karşılaştırma, PISA, okul öncesi eğitim, okul öncesi kalite göstergeleri, fen okur-yazarlık becerileri

The Link between Structural Quality Indicators in Pre-primary and PISA Science Literacy Skills: A Cross-Country Comparison

Abstract

The main aim of this study was to make a comparison across distinct countries to investigate the relationship between several quality indicators in pre-primary education and children’s subsequent science competency in the Program for International Student Assessment (PISA) between 2000-2015 years. The cross-national indicators that were used were obtained from previous records, including public and private expenditure, pupil-teacher ratio, enrollment rate, duration, age of beginning in pre-primary education, individual countries' adult literacy rates, and income per capita. The results showed that the relationship between public expenditure, pupil-teacher ratio, income per capita, adult literacy rate and children’s subsequent science performance on the PISA were positively statistically significant at a country-level. One of the important implications of the current study is that countries that spend less (which include Turkey) should plan a detailed pre-primary expenditure agenda for the public sector and raise their current level of public spending. 

Keywords

Cross-country comparison, PISA, pre-primary education, quality indicators in pre-primary, science literacy skills

References

• Andrade, S. A., Santos, D. N., Bastos, A. C., Pedromônico, M. R. M., Almeida-Filho, N., & M. R., Barreto. (2005). Family environment and child’s cognitive development: An epidemiological approach. Revista de Saude Publica, 39, 606-611.
• Alacacı, C., & Erbaş, A. K. (2010). Unpacking the inequality among Turkish schools: Findings from PISA 2006. International Journal of Educational Development, 30, 182–192.
• Author, (2008).
• Author, (2014).
• Barnett, S. W., Schulman, K., & Shore, R. (2004). Class size: What’s the best fit. National Institute for Early Education Research (NIEER) Policy Brief. 9, 1- 16.
• Batare, S. (2012). Efficiency of public spending on education. Public Policy and Administration,11 (2), 171- 186.
• Batyra, A. (2017). Enrollment in early childhood education and care in Turkey. ERG ve AÇEV. Retrieved 20 April 2019 from http://www.egitimreformugirisimi.org/wp-content/uploads/2017/03/170927_Enrollment-in-Early-Childhood-Education-and-Care-in-Turkey.pdf
• Berlinski S., Galiani, S., & Manacorda, M. (2008). Giving children a better start: Preschool attendance and school-age profiles. Journal of Public Economics, 92, 1416–1440
• Bertram, T., Pascal, C., Cummings, A., Delaney, S., Ludlow, C., Lyndon, H., & Stancel-Piatak, A. (2016). Early childhood policies and systems in eight countries: Findings from IEA’s early childhood education study. International Association for the Evaluation of Educational Achievement.
• Blatchford, I. S. (2004). Educational disadvantage in the early years: How do we overcome it. Some lessons from research. European Early Childhood Education Research Journal, 12 (2), 5-20.
• Bicer, A., Capraro, M. M., & Capraro, R. M. (2013). The effects of parent’s ses and education level on students’ mathematics achievement: Examining the mediation effects of parental expectations and parental communication. The Online Journal of New Horizons in Education, 3 (4), 89- 97.
• Birchler, K., & Michaelowa, K. (2016). Making aid work for education in developing countries: An analysis of aid effectiveness for primary education coverage and quality. International Journal of Educational Development, 48, 37-52.
• Blankenau, W. & Youderian, X. (2015). Early childhood education expenditures and the intergenerational persistence of income. Review of Economic Dynamics, Elsevier for the Society for Economic Dynamics, 18 (2), 334-349.
• Bredekamp, S. (2011). ‪Effective practices in early childhood education: Building a foundation‬. (8nd Edition). Upper Saddle River: N.J.‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬
• Britto, P., Yoshikawa, H., & Boller, K. (2011). Quality of early childhood development programmes and policies in global contexts: Rationale for investment. Conceptual framework and implications for equity. Social Policy Reports of the Society for Research in Child Development, 25 (2), 1-31.
• Buldu, N., Buldu, M., & Buldu, M. (2014). A quality snapshot of science teaching in Turkish K-3th grade programs. Education and Science, 39 (174), 214- 232.
• Carneiro, P., Meghir, C., & Parey, M. (2013). Maternal education, home environments, and the development of children and adolescents. Journal of the European Economic Association, 11 (1), 123–160.
• Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115, 1- 29.
• Dahl, G. B., & Lochner, L. (2012). The impact of family income on child achievement: evidence from the earned income tax credit. American Economic Review, 102 (5), 1927- 1956.
• Davis-Kean, P.E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19, 294–304.
• Dearing, E., McCartney, K., & Taylor, B.A. (2001). Change in family income matters more for children with less. Child Development, 72, 1779–1793.
• Dubow, E.F., Boxer, P., & Huesmann, R.L. (2009). Long term effect of parents’ education on children’s educational and occupational success: Mediation by family interactions, child aggression and teenage aspiration. Merrill Palmer Q (Wayne State Univ Press). 55 (3), 224- 249.
• Duflo, E., Dupas, P., & Kremer, M. (2011). Peer Effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya. American Economic Review, 101 (5), 1739-74.
• Engle, P. L., Fernald, L.C.H., Alderman, H., Behrman, J., O’Gara, C., Yousafzia, A., … Iltus, S. (2011). Strategies for reducing and improving inequalities developmental outcomes for young children in low income and middle income countries. The Lancet, 378 (9799), 1339- 1353.
• Erola, J., Jalonen, S., & Lehti, H. (2016). Parental education, class and income over early life course and children’s achievement. Research in Social Stratification and Mobility, 44, 33- 43.
• Finn, J.D. & Achilles, C.M. (1999) Tennessee’s Class Size Study: findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21 (2), 97-109.
• Gerdinal-Pizato, E. C., Marturano, E. M., & Fontaine, A. M. G. (2012). Access to early childhood education and academic achievement in elementary school. Paidéia, 22 (52), 187- 196.
• Güngör, G. & Göksu, A. (2013). Türkiye’de eğitimin finansmanı ve ülkelerarası bir karşılaştırma [Education Finance in Turkey and an Intercountry Comparison]. Yönetim ve Ekonomi, 20 (1), 59- 72.
• Hanushek E.A., Woessmann L. (2017) School resources and student achievement: A review of cross-country economic research. In: Rosén M., Yang Hansen K., Wolff U. (eds) Cognitive Abilities and Educational Outcomes. Methodology of Educational Measurement and Assessment. Springer, Cham
• Heckman, J. J. (2000). Policies to foster human capital. Research in Economics, 54 (1), 3- 56.
• Heckman, J. J. (2008). Schools, skills, and synapses. Economic Inquiry, 46 (3), 289-324.
• Herreras, E. B. (2017). Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables. Acta de Investigacion Psicologica, 7 (1), 2606- 2617.
• Iacovaou, M. (2001). In the early years: Smaller is better. Institute for Social and Economic Research, 10 (3), 261-290.
• Isaacs, J. B. (2009). How much do we spend on children and the elderly. Washington, D.C.: Brookings Institution.
• Jabor, K., Kungu, K., Nordin, M. S., Machtmes, K., &Buntat, Y. (2011). Does parent educational status matter on the students' achievement in science? International Proceedings of Economics Development & Research, 5 (2), 309- 313.
• Jacinta, R. M., & Rotich, K. S. (2015). Impact of early childhood education on pupils’ learning in primary schools in Kenya. Global Journal of Education Studies, 1 (1), 52- 61.
• Jacobson, L. (2001). Looking to France. Education Week, 42 (1), 20-21.
• Kağıtçıbaşı, C., Sunar, D., & Bekman, S. (2001). Long term effects of early intervention: Turkish low income mother and children. Applied Developmental Psychology, 22, 333- 361.
• Kaushal, N., Magnuson, K., & Waldfogel, J. (2011). How is family income related to investments in children’s learning? In Greg, J.
• Duncan, & Richard J. Murnane (Eds.), Whither opportunity; Rising inequality, schools, and children’s life chances (pp. 187-205), New York, NY: Russell Sage Foundation.
• Kaytaz, M. (2004). A cost benefit analysis of preschool education in Turkey. AÇEV, İstanbul.
• Koballa, T., Kemp., A., Evans, R. (1997). The spectrum of scientific literacy. Sci. Teach., 64, 27–31.
• La Paro, K.M., & Pianta, R.C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70 (4), 443–484.
• Macours, K., Schady,N., & Vakıs, R. (2012). Cash transfers, behavioral changes, and cognitive development in early childhood: Evidence from a randomized experiment. American Economic Journal: Applied Economics, 4 (2), 247–273.
• McFarlane, D. A. (2013). Understanding the Challenges of Science Education in the 21st Century: New Opportunities for Scientific Literacy. International Letters of Social and Humanistic Sciences, 4, 35-44.
• Murungi, C. G. (2013). Reasons for Low Enrolments in Early Childhood Education in Kenya: The parental perspective. International Journal of Education and Research, 1 (5), 1- 10
• National Research Council. (1996). National science education standards: Observe, interact, change, learn. Washington, DC: National Academy Press.
• OECD (2007). PISA 2006: Science Competencies for Tomorrow’s World, Volume 1: Analysis. Retrieved from http://www.nbbmuseum.be/doc/seminar2010/nl/bibliografie/opleiding/analysis.pdf
• OECD (2011). PISA 2009 Results: Executive Summary. Retrieved from http://www.oecd.org/pisa/pisaproducts/46619703.pdf
• OECD (2013). PISA 2012 Results in Focus. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
• OECD (2015). The condition for Education. Retrieved from https://nces.ed.gov/programs/coe/pdf/Indicator_CFA/coe_cfa_2015_05.pdf
• OECD (2017). PISA for Development Brief 10: How does PISA for Development measure scientific literacy, OECD Publishing, Paris.
• Oxford, M. L., & Lee, J. O. (2011). The effect of family processes on school achievement as moderated by socioeconomic context. Journal of School Psychology, 49, 597- 612.
• Qian, J. X., & Smyth, R. (2011) Educational expenditure in urban China: income effects, family characteristics and the demand for domestic and overseas education. Applied Economics, 43 (24), 3379-3394.
• Park, H., & Kyei, P. (2011). Literacy Gaps by Educational Attainment: A Cross National Analysis. Social Forces, 89, 897- 904.
• Pascal, C., T. Bertram, S. Delaney, and C. Nelson. 2013. A Comparison of International Childcare Systems: Research Report.
• Sheffield: Department for Education, John Simes. https://www.gov. uk/government/uploads/system/uploads/attachment_data/file/212564/DFE-RR269.pdf.
• Pholphirul, P. (2016). Pre-primary education and long-term education performance: Evidence from Programme for International Student Assessment (PISA) Thailand. Journal of Early Childhood Research, 15 (4), 410-432.
• Pianta, R. C., La Paro, K., Payne, C., Cox, M. & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102 (3), 225–238.
• Reardon, S.F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In R. Murnane & G. Duncan (Eds.), Whither Opportunity? Rising Inequality and the Uncertain Life Chances of Low-Income Children. New York: Russell Sage Foundation Press.
• Robson, S. (2009) Producing and using video data in the early years: ethical questions and practical consequences in research with young children, Children and Society, 25 (3), 179- 189.
• Saatçiğolu, Ö., Gülleroğlu, H. D. (2017). PISA 2009 uygulamasına katılan ülkelerin okuma becerileri alt test sonuçlarının profil analizi ile değerlendirilmesi. Education and Science, 42 (190), 401- 422.
• Saçkes, M., Trundle, K. C., Bell, R. L., & O’ Connell, A. A. (2011). The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48 (2), 217- 235.
• Sacks, D., Stevenson, B., & Wolfers, J. (2012). The New Stylized Facts about Income and Subjective Well-being. Emotion, 12 (6), 1181-1187.
• Sahlberg, P. (2018). PISA in Finland: An education miracle or obstacle to change. Center for Educational policy Studies Journal, 1 (3), 119- 140.
• Shonkoff, J.P., & Philips, A. D. (2000). From Neurons to Neighbourhoods, National Academy Press, Washington DC.
• Şirin, S. & Vatanartıran, S. (2014). PISA 2012 değerlendirmesi: Türkiye için veriye dayalı eğitim reformu önerileri. İstanbul: TUSİAD-T. Turkish Statistical Institute (TUİK). (2015). Statistics in Education [Data file]. Retrieved from http://www.tuik.gov.tr/PreTablo.do?alt_id=1018
• UNESCO (2008). The contribution of early childhood education to a sustainable society. Retrieved from http://unesdoc.unesco.org/images/0015/001593/159355E.pdf
• UNESCO (2015). Education for All 200-2015: Achievement and Challenges. Retrieved from http://unesdoc.unesco.org/images/0023/002322/232205e.pdf
• Urban, M. (2008). Dealing with uncertainty: challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16 (2), 135-152.
• Watters, J.J., Diezmann, C.M., Grieshaber, S.J., & Davis, J.M. (2001). Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26 (2), 1–7.
• World Bank (2007). World Development Report 2007: Development and the Next Generation Washington: World Bank.
• World Bank. (2013). Expanding and Improving Early Childhood Education in Turkey. (Report No: 77723-TR). Washington DC, World Bank.
• Yi, L.Y. (2006). Classroom Organization: Understanding the Context in which Children Are Expected to Learn. Early Childhood Education Journal, 34 (1), 37–43.