Erken Çocuklukta Bilimsel Süreç ile Öz-Düzenleme Becerileri Arasındaki İlişki

Year 2022, Issue: 54, 988 - 1005, 28.12.2022

Ahmet Erol , Asiye İvrendi , Özge Özcan

https://doi.org/10.53444/deubefd.1099625

Cited By: 2

Abstract

Araştırmada, 4-6 yaş grubu çocukların yürütücü işlev becerilerinin davranışsal olarak gözlemlenebilir hâli olan öz-düzenleme becerileri ile bilimsel süreç becerileri arasındaki ilişkinin incelenmesi amaçlanmaktadır. İlişkisel tarama yöntemiyle yürütülen araştırmanın verileri, öğretmen görüşlerine dayalı öz-düzenleme becerileri ölçeği ve fen süreçleri gözlem formu aracılığıyla elde edilmiştir. Verilerin analizinde Pearson çarpım-moment korelasyon analizi ve çoklu doğrusal regresyon analizi tekniklerinden yararlanılmıştır. Analizlerin sonucunda çocukların öz-düzenleme becerileri ile bilimsel süreç becerileri arasında istatistiksel olarak pozitif yönde orta düzey bir ilişki olduğu saptanmıştır. Bilimsel süreç becerileri toplam puanı, öz-düzenleme becerileri alt boyutlarından engelleyici kontrol, çalışma belleği ve dikkat ile istatistiksel olarak pozitif yönde orta düzeyde bir ilişki göstermektedir. Öz-düzenleme becerileri toplam puanı, bilimsel süreç becerileri alt boyutlarından fen süreçleri kontrol listesi, bilimsel tutumun gözlemsel envanteri ve sorun çözme kontrol listesi alt boyutları ile istatistiksel olarak pozitif yönde orta düzeyde ilişkilidir. Ayrıca, regresyon katsayılarının anlamlılığına ilişkin t puanları incelendiğinde, öz-düzenleme becerileri alt boyutlarından dikkat, engelleyici kontrol, çalışma belleği ve diğer bağımsız değişkenlerin (okul öncesi eğitime devam yılı, anne öğrenim durumu, aile geliri, çocuğun yaşı) bilimsel süreç becerilerinin anlamlı bir yordayıcısı olduğu ortaya çıkmıştır.

Keywords

Erken çocukluk, Öz-düzenleme becerileri, Bilimsel süreç becerileri.

The Relationship between Science Process and Self-Regulation Skills in Early Childhood

Abstract

This study was to investigate the relationship between self-regulation skills, which are observable forms of executive function skills, and science process skills of 4-6-year-old children. The research was carried out with the relational survey method. Data were gathered by using measuring self-regulation skills and science observation form. In analyzing the data Pearson’s product-moment correlation analysis and multiple regression techniques were used. The results revealed that there was a moderately positive correlation between preschool children's self-regulation skills and science process skills. Science process skills total score showed a moderately positive correlation with inhibitory control, working memory, and attention, which are sub-dimensions of self-regulation skills. Self-regulation skills overall score displays a moderately positive correlation with the sub-dimensions of science process checklist, observational inventory of scientific attitude, and problem-solving checklist. In addition, when the t scores regarding the significance of the regression coefficients were examined, it has been revealed that attention, inhibitory control, working memory and other independent variables (year of attendance at pre-school education, educational status of the mother, family income, age of the child), which are sub-dimensions of self-regulation skills, are significant predictors of science process skills.

Keywords

Early childhood, Self-regulation skills, Science process skills.

References

• Abruscato, J., & DeRosa, D. A. (2010). Teaching children science: A discovery approach. USA: Pearson.
• Akman, B., Üstün, E. ve Güler, T. (6). 6 yaş çocuklarının bilim süreçlerini kullanma yetenekleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24(24).
• Alabay, E., & Akman, B. (2020). Sciencestart!™ destekli bilim eğitim programının 60-72 aylık çocukların bilimsel süreç becerilerine ve bilimsel inanca ve yönelime etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 20-39.
• Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L. ve Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368–2379. https://doi.org/10.1037/a0037493
• Andiema, N. C. (2016). Effect of child centred methods on teaching and learning of science activities in pre-schools in Kenya. J. Educ. Pract. 7, 1–9.
• Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa (N. Işıkoğlu Erdoğan, Çev.) Ankara: Nobel Akademi Yayınevi.
• Blair, C. ve Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and psychopathology, 20(3), 899-911.
• Blair, C. ve Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663.
• Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. K. D. Vohs & R. F. Baumeister (Ed.), Handbook of self-regulation: Research, theory, and applications içinde (s. 300–320). Guilford Press.
• Bodrova, E., & Leong, D. J. (2007). Tools of the mind the Vygotskian approach to early childhood education (8. Editon). Pearson Merrill Prentice Hall, Upper Saddle River, New Jersey. ISBN: 0-13-027804-1.
• Büyüktaşkapu, S., Çeliköz, N., & Akman, B. (2012). Yapılandırmacı bilim eğitimi programı’nın 6 yaş çocuklarının bilimsel süreç becerilerine etkisi. Eğitim ve Bilim, 37(165).
• Braak, D., Størksen, I., Idsoe, T. ve McClelland, M. (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology, 65, 101064.
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual review of psychology, 53(1), 371-399.
• Bredekamp, S. (2015). Erken çocukluk eğitiminde etkili uygulamalar (H. Z. İnan & T. İnan, Ed. & Çev.). Nobel. (Orijinal yayın tarihi, 2014).
• Counsell, S., Escalada, L., Geiken, R., Sander, M., Uhlenberg, J., Van Meeteren, B., Yoshizawa, S., & Zan, B. (2016). STEM learning with young children: Inquiry teaching with ramps and pathway. New York: Teachers College Press.
• Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
• Eisenberg, N. (2012). Temperamental effortful control (Self-regulation). Encylopedia on early childhood development. http://www.child-encyclopedia. com/temperament /according- experts/temperamental- effortful-control-self-regulation.
• Erürk-Kara, H. G. ve Gönen, M. (2015). Examination of Children’s Self Regulation Skill In Terms of Different Variables/Okul Öncesi Dönemdeki Çocukların Öz Düzenleme Becerisinin Çeşitli Değişkenler Açısından İncelenmesi. Eğitimde Kuram ve Uygulama, 11(4), 1224-1239.
• Fridman, R., Eden, S. ve Spektor-Levy, O. (2020). Nascent inquiry, metacognitive, and self-regulation capabilities among preschoolers during scientific exploration. Frontiers in psychology, 11, 1790.
• Gathercole, S. E. ve Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70(2), 177-194.
• Grenell, A., ve Carlson, S. M. (2021). Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge. Journal of experimental child psychology, 206, 105079.
• Gropen, J., Clark‐Chiarelli, N., Hoisington, C. ve Ehrlich, S. B. (2011). The importance of executive function in early science education. Child Development Perspectives, 5(4), 298-304.
• Guttentag, C. L., Pedrosa-Josic, C., Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Individual variability in parenting profiles and predictors of change: Effects of an intervention with disadvantaged mothers. Journal of applied developmental psychology, 27(4), 349-369.
• Güven, G. ve Yılmaz, E. (2020). Investigation of the relationship between attention skills and science process skills in children regarding external elements. Ilkogretim Online, 19(4).
• Hamlin, M. & Wisneski, D. (2012). Supporting the Scientific Thinking and Inquiry of Toddlers and Preschoolers through Play. Young Children 67(3): 82-88.
• Hammerman, E. (2006). Eight essentials of inquiry-based science, K-8. Thousands of Oaks, CA: Corwin Press.
• Hoff, E., Laursen, B., Tardif, T. ve Bornstein, M. H. (2002). Handbook of parenting. Biology and ecology of parenting. Socioeconomic status and parenting. 2nd ed London: Lawrence Erlbaum Associates, 2, 231-252.
• Howe, A.C. ve Jones, L. (1998). Engaging children in science. Prentice. Hall, Inc. New Jersey.
• Ivrendi, A. (2011). Influence of self-regulation on the development of children’s number sense. Early Childhood Education Journal, 39(4), 239-247.
• Ivrendi, A. (2016). Investigating kindergarteners’ number sense and self-regulation scores in relation to their mathematics and Turkish scores in middle school. Mathematics Education Research Journal, 28(3), 405-420.
• İvrendi, A. ve Erol, A. (2018). 4-6 yaş çocuklarının öz düzenleme becerilerinin demografik değişkenler ve sosyo-dramatik oyun oynama sıklığı açısından incelenmesi. EJER Congress Conference Proceedings, 1(1), 683-685, Anı Yayıncılık.
• Jirout, J. ve Zimmerman, C. (2015). Development of science process skills in the early childhood years. K. C. Trundle, ve M. Sackes içinde (Ed.), Research in early childhood science education (pp. 143–165). New York: Springer.
• Klahr, D., Zimmerman, C., ve Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science 333, 971–975. doi: 10.1126/science.1204528
• Korucu, I., Ayturk, E., Finders, J., Schnur, G., Bailey, C. S., Tominey, S. ve Schmitt, S. (2022). Self-regulation in preschool: Examining its factor structure and associations with pre-academic skill and social-emotional competence. Frontiers in Psychology, 12:717317. Doi: 10.3389/fpsyg.2021.717317
• Kuhn, D. (2011). What is scientific thinking and how does it develop? Goswami, U. (Ed.), Handbook of childhood cognitive development içinde (s. 497-523). Oxford, England: Blackwell.
• Kuru, N. ve Akman, B. (2017). Okul öncesi dönem çocuklarının bilimsel süreç becerilerinin öğretmen ve çocuk değişkenleri açısından incelenmesi. Eğitim ve Bilim, 42(190).
• Legare, C. H. (2012). Exploring explanation: explaining inconsistent evidence informs exploratory, hypothesis-testing behavior in young children. Child Dev. 83, 173–185. doi: 10.1111/j.1467-8624.2011.01691.x
• Lind, K. (2005). Exploring science in early childhood: A developmental approach. USA: Delmar Cengage Learning.
• Martin, R., Sexton, C., Franklin, T., Gerlovich, J. ve McElroy, D. (2009). Teaching science for all children: An inquiry approch. USA: Pearson.
• Matthews, J. S., Marulis, L. M. ve Williford, A. P. (2014). Gender processes in school functioning and the mediating role of cognitive self-regulation. Journal of Applied Developmental Psychology, 35,128–137. doi: 10.1016/j.appdev.2014.02.003.
• Matthews, J. S., Ponitz, C. C., ve Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of educational psychology, 101(3), 689.
• McClelland, M. M. ve Tominey, S. L. (2015). Stop, think, act: Integrating self-regulation in the early childhood classroom. Milton Park, Abingdon, Oxfordshire: Taylor & Francis.
• McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C.L., Jewkes, A.M. ve Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959. doi: 10.1037/0012-1649.43.4.947
• McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A. ve Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in psychology, 5, 599.
• McClelland, M. M., Cameron, C. E., Wanless, S. B. ve Murray, A. (2007b). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959.
• McClelland, M. M., Geldhof, J., Morrison, F., Gestsdottir, S., Cameron, C. E., Bowers, E., … Grammer, J. (2018). Self-regulation. N. Halfon, C. Forrest, R. Lerner, and E. Faustman (Ed.), Handbook of Life Course Health Development (s. 275-298) içinde. Cham: Springer.
• McClelland, M. M., Gonzales, C. R., Cameron, C. E., Geldhof, G. J., Bowles, R. P., Nancarrow, A. F., ... Tracy, A. (2021). The Head-Toes-Knees-Shoulders revised: Links to academic outcomes and measures of EF in young children. Frontiers in Psychology, 12.
• McClelland, M. M. ve Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child development perspectives, 6(2), 136-142.
• Miech, R., Essex, M. J. ve Goldsmith, H. H. (2001). Socioeconomic status and the adjustment to school: The role of self-regulation during early childhood. Sociology of education, 102-120.
• Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M. ve Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental psychology, 52(11), 1744.
• Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. 10 Yorkton Court St. Paul: Redleaf Press.
• Nayfeld, I., Fuccillo, J., & Greenfield, D. B. (2013). Executive functions in early learning: Extending the relationship between executive functions and school readiness to science. Learning and Individual Differences, 26, 81-88.
• National Science Teachers Association (NSTA). (2014). NSTA position statement: Early childhood science education. http://www.nsta.org/about/positions/earlychildhood.aspx sitesinden erişim sağlanmıştır. National Research Council (NRC). (1996). National Science Education Standards: Observe, Interact, Change, Learn. Washington, DC: National Academies Press.
• National Research Council (NRC). (2007). Taking science to school: Learning and teaching science ingrade K-8. In R.A. Duschl, H.A.
• Schweingruber, & A.W. Shouse (Ed.), Committee on science learning,kindergarten through eighth grade. Washington, DC: The National Academy Press
• Onchwari, G. ve Keengwe, J. (2011). Regulation Ability Examining the Relationship of Children’s Behavior to Emotion. Early Childhood Education Journal, 39, 279–284. DOI 10.1007/s10643-011-0466-9.
• Padilla, M. J. (1990). The science process skills. Research matters—To the science teacher, No. 9004. Reston, VA: National Association for Research in Science Teaching (NARST). http://www.narst.org/publications/research/skill.cfm.
• Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J. ve Viner, R. M. (2018). Effectiveness of universal self-regulation–based interventions in children and adolescents: A systematic review and meta-analysis. JAMA pediatrics, 172(6), 566-575.
• Patton, M. Q. (2015). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün ve S. Beşir Demir. Çev. Ed.). Ankara: Pegem Akademi Yayıncılık.
• Ponitz, C. C., McClelland, M. M., Matthews, J. S. ve Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental psychology, 45(3), 605.
• Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L. ve Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141-158.
• Robson, D. A., Allen, M. S., ve Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: a meta-analytic review. Psychol. Bull. 146, 324–354. doi: 10.1037/bul0000227
• Rothbart, M. K. ve Posner, M. I. (2005). Genes and experience in the development of executive attention and effortful control. New directions for child and adolescent development, 2005(109), 101-108.
• Saracho, O. ve Spodek, B. (2008). (Ed.), Contemporary perspectives on research in social learning in early childhood education (pp. 83–107). Charlotte, NC: Information Age.
• Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R. ve McClelland, M. M. (2017). Examining the relations between executive function, math, and literacy during the transition to kindergarten: a multi-analytic approach. Journal of Educational Psychology, 109(8), 1120.
• Sezer, E. (2019). 60-72 aylık çocukların öğrenme stilleri ile bilimsel süreç becerileri arasındaki ilişkinin incelenmesi (Yayınlanmamış yüksek lisans tezi), Eğitim Bilimleri Enstitüsü., Bolu.
• Skibbe, L. E., Connor, C. M., Morrison, F. J. ve Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early childhood research quarterly, 26(1), 42-49.
• Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187.
• Son, S. H., Lee, K. ve Sung, M., (2013). Links Between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender. Early Education and Development, 24(4), 468-490. DOI: 10.1080/10409289.2012.675548.
• Şimşek, C. ve Tezcan, R. (2008). Çocukların fen kavramıyla ilgili düşüncelerini etkileyen faktörler. İlköğretim Online, 7(3), 569-577.
• Tok, Y. (2020). Okul öncesi eğitime devam eden 5 yaş grubu çocukların yılmazlık düzeyleri ile matematik ve bilimsel süreç becerileri arasındaki ilişkinin incelenmesi. (Yayınlanmamış yüksek lisans tezi). İnönü Üniversitesi / Eğitim Bilimleri Enstitüsü, Malatya.
• Tominey, S. L. ve McClelland, M. M. (2013). Quantitative and qualitative factors related to the effectiveness of a preschool behavioral regulation intervention. Dialog, 16(3), 21–44.
• Trawick Swith, J. (2013). Erken çocukluk döneminde gelişim: Çok kültürlü bir bakış açısı. (B. Akman, Cev. Ed.). Ankara: Nobel Akademi Yayıncılık. (Orijinal çalışma basım tarihi, 2010).
• Trundle, K. C., and Saçkes, M. (2015). Research in Early Childhood Science Education. Berlin: Springer.
• Vohs, K. D. ve Baumeister, R. F. (2011). Understanding self-regulation: An Introduction. R. F. Baumeister & K. D. Vohs, (Ed.), Handbook of self-regulation:Research, theory and applications içinde (pp. 1-10). The Guilford Press.
• Vosniadou, S., Pnevmantikos, D., Makris, N., Ikospentaki, K., Lepenioti, D., Chountala, A., ve Kyrianakis, G. (2015). Executive functions and conceptual change in science and mathematics learning. R. Dale, C. Jennings, P. P. Maglio, T. Matlock, D. C. Noelle, A. Warlaumont, & J. Yoshimi (Eds.) içinde, Proceedings of the 37th annual meeting of the Cognitive Science Society: Mind, Technology, and Society. Pasadena, CA (s. 2529–2534). Merced, CA: University of California.
• Wanless, S. B., McClelland, M. M., Lan, X., Son, S.-H., Cameron, C. E., Morrison, F. J. ve Sung, M. (2013). Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28(3), 621–633. Doi: 10.1016/j.ecresq.2013.04.002.
• Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L. ve Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of educational psychology, 102(1), 43.
• Whitebread, D. ve Basilio, B. (2011). The Emergence And Early Development of Self-Regulation in Young Children. Profesorado, Revista de Currículum y Formación del Profesorado, 15-33.
• Worth, K. (2010). Science in early childhood classrooms: Content and process. Early Childhood Research & Practice (ECRP), 12(2), 1-17.
• Worth, K. (2019). STEM in Early Childhood Education: How Science, Technology, Engineering, and Mathematics Strengthen Learning. London: Routledge.
• Yamamoto, N. ve Imai-Matsumura, K. (2017). Gender differences in executive function and behavioural self-regulation in 5 years old kindergarteners from East Japan. Early Child Development and Care. DOI: 10.1080/03004430.2017.1299148.
• Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
• Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental review, 27(2), 172-223.