Farklı Eğitim Yaklaşımı Uygulayan Okul Öncesi Eğitim Kurumlarına Devam Eden Çocuklarda Öz-Düzenleme

Abstract

Son yıllarda artan ilgi nedeniyle alternatif eğitim yaklaşımlarını benimseyen anaokullarının sayısında bir artış yaşanmıştır. Araştırmacılar, bu yaklaşımların çocukların gelişimini nasıl etkilediğine odaklanmışlardır. Bu çalışma, nedensel karşılaştırmalı araştırma modelini kullanarak Montessori Anaokulu ile Millî Eğitim Bakanlığı müfredatını uygulayan anaokullarındaki öz-düzenlemeyi karşılaştırmaktadır. Örneklem, Montessori, özel ve devlet anaokullarından oluşan 48-72 ay arası 140 çocuğu içermektedir. Veriler, Kişisel Bilgi Formu ve Anaokulu Öz Düzenleme Değerlendirmesi ile toplanmış ve dikkat, duygu ve davranış düzenlemeyi ölçmektedir. Montessori öğrencileri daha yüksek öz-düzenleme ve olumlu duygu düzenlemesi sergilemiştir. Altı yaşındaki çocuklar dikkat/dürtü kontrolünde daha yüksek puan almıştır. Genç ebeveynlerin çocukları daha yüksek öz-düzenleme seviyelerine sahiptir. Genel olarak, çalışma grubundaki çocukların öz-düzenlemesi yüksektir. Çalışma, bu bulguları mevcut literatür bağlamında tartışmakta ve gelecekteki araştırmalar için pratik öneriler sunmaktadır.

Keywords

• Okul öncesi dönem
• öz-düzenleme
• Montessori okulu
• devlet okulu

Self-Regulation in Children Attending Preschool Institutions That Implement Different Educational Approaches

Abstract

In recent years, there has been a rise in preschools adopting alternative educational approaches due to increased interest. Researchers have focused on how these approaches affect children's development. This study compares self-regulation in Montessori Preschool and preschools implementing the Ministry of National Education curriculum using a casual comparative research model. The sample includes 140 children aged 48-72 months from Montessori, private, and state preschools. Data was collected with a Personal Information Form and Preschool Self-Regulation Assessment measuring attention, emotion, and behaviour regulation. Montessori students exhibited higher self-regulation and positive emotion regulation. Six-year-olds scored higher in attention/impulse control. Young parents' children had higher self-regulation levels. Overall, self-regulation in the study group was high. The study discusses these findings in the context of existing literature and offers practical recommendations for future research.

Keywords

• Preschool period
• self-regulation
• Montessori school
• state school

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