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ÇBDE Programının Okul Öncesi Çocukların Sosyal Problem Çözme Becerileri Üzerindeki Etkisinin İncelenmesi

Year 2018, Volume: 18 Issue: 73, 77 - 94, 20.01.2018

Abstract

Problem Durumu: Okulöncesi dönem, çocukların çevrelerini tanımaya başladığı, çevreleriyle iletişim kurmaya istekli olduğu, topluma uygun alışkanlıkları kazanmaya başladıkları bir dönemdir. Bu dönemde çocuklar, karşılaştıkları çeşitli problem çözmeye yönelik durumlar karşısında düşünme süreci içerisine girmektedirler. Düşünme, bilgi edinme, anlama ve öğrenme sürecinin en önemli bileşenidir ve bilgileri sorgulama, değerlendirme ve yeni bilgiler üretme çalışmalarının temelini oluşturmaktadır. Kişinin yaşam kalitesi ve öğrenmesi düşünme kalitesiyle birebir ilişkilidir.

Öğrenmenin düşünme kalitesi ile bire bir ilişki içerisinde olduğu gibi, problem çözme de öğrenme için vaz geçilmezdir. Sağlıklı iletişim ve etkileşimin varlığı, etkin ve uyumlu yaşam süreci ve iyi düzeyde toplumsal ilişkiler için etkin problem çözme becerileri gereklidir. Sosyal gelişimin bir parçası olan sosyal problem çözme becerileri de çocuğun toplumsallaşmasında önemli bir rol oynar. Çocukların sosyal problemler karşısında çözüm yolları üretebilmek için düşünmeye yönelik becerilerin desteklenmesi önemlidir. Çocukların düşünme etkinlikleri yoluyla erken yaşlarda sosyal problem çözmeye yönelik değerler kazanmaları, neden böyle düşündüklerinin ve nasıl düşündüklerinin açıklamalarını yapabilmeleri ve düşünmenin her alanla ilişkilendirilebilmesi çok önemli bir hedeftir. Bu hedef ise ancak düşünme deneyimleriyle gerçekleştirilebilecektir.

Dünyada ve ülkemizde Düşünme Eğitimi konusunda gerçekleştirilen çalışmalar değerlendirildiğinde, Düşünme Eğitimi çalışmalarının, çocukların gelişimlerine olumlu katkılar sağladığı görülmektedir (Fields,1995; Imbrusciano, 1997; Campbell, 2002; Daniel, 2000; Doherr, 2000; IAPC, 2002; Çayır, 2015; Doron, 2016; Gur, Kocak ve Demircan, 2016; Sun et al., 2017). Bunların yanı sıra, Trickey ve Topping (2004)’in yapmış olduğu çalışmanın sonucunda, Düşünme Eğitimi’nin dinlemeye ve grup tartışmalarına katılımı (atılganlık) arttırdığı sonucuna varılmıştır. Okur (2008) ise, altı yaş grubu çocuklarla yürütmüş olduğu çalışmasında, çocukların Düşünme Eğitimi ile bireysel hareket etme ve özgün cümleler kurabilme yeteneklerinde farklılaşma olduğunu gözlemlemiştir.

Cagla GUR – Nurcan KOCAK

Eurasian Journal of Educational Research 73 (2018) 77-94

93

Çocuklara düşünmeyi öğretmek hem rasyonel, hem de ahlaki bir girişimdir. Düşünme hem bireyin kendisi, hem de kendisi dışında kalan diğer bireyler üzerine olabilmektedir. Eğitim sisteminde düşünme yeteneğinin geliştirilmesi için, bilinçli olarak zaman ayrılması gerekmektedir. Çünkü düşünmenin gerekliliği ve öğrenilebilir bir beceri olduğu fikri kabul edilmiştir (De Bono, 1972: 10). Konuyla ilgili araştırmalar, programlı bir eğitim süreci olmaksızın öğrencilerin düşünme becerilerini yeterince geliştiremediklerine, bu sebeple birçok sıkıntı yaşayabildiklerine işaret etmektedir (Pascarella, 1989; Romano, 1992; Güneş,2012). Düşünme eğitimine yönelik programlı bir eğitim süreci düşünme yeteneğinin gelişimi açısından önem teşkil etmektedir (Romano, 1992).

Wallace (2002) ve Legett (2017) düşünme eğitimine erken yaşlarda başlamanın önemine işaret etmektedir. Okul öncesi dönem bir çok kazanımın temelinin atıldığı bir dönemdir. Bu gerçekten hareketle düşünme eğitiminin okul öncesi dönemden başlayarak eğitim sürecine dâhil edilmesinin önemli olduğu ifade edilebilir. Düşünme Eğitimi konusunda gerçekleştirilen çalışmalara ilişkin yapılan literatür taraması sonucunda okul öncesi dönem çocukları için geliştirilmiş düşünme eğitimi programlarına yönelik olan ve bu programların sosyal problem çözmeye katkılarını değerlendirmek amacıyla yapılan çalışmaların yok denecek kadar az sayıda olduğu görülmüştür. Bu bağlamda, okul öncesinde düşünme eğitimine yönelik geliştirilmiş bir programın okul öncesi çocukların sosyal problem çözme becerileri üzerindeki etkisinin incelenmesinin çocuklarda düşünme eğitimi literatürüne katkı sağlayacağı düşünülmüştür.

Araştırmanın Amacı: Yukarıda ifade edilenlerden yola çıkılarak okul öncesi dönem çocuklarına yönelik olarak Çok Boyutlu Bakış Açılarıyla Düşünme Eğitimi Programı Gür, Koçak ve Demircan (2016) tarafından geliştirilmiş ve bu programın 5-6 yaş çocuklarının sosyal problem çözme becerileri üzerindeki etkisinin incelenmesi amacıyla bu çalışma gerçekleştirilmiştir.

Araştırmanın Yöntemi: Bu çalışmada veriler 32 deney 38 kontrol grubu olmak üzere toplam 70 çocuktan elde edilmiştir. 5 yaş grubunda toplam olarak 30, 6 yaş grubunda ise toplam 40 çocuk bulunmaktadır. Bu çocukların 32’i kız, 38’i ise erkektir. Çalışmada ön test- son test kontrol gruplu deneysel desen kullanılmıştır. Araştırma kapsamında deneme grubuna ÇBDE Programı uygulanmıştır. Ön test ve son test olarak Wally Sosyal Problem Çözme Testi (Wally Social Problem Solving Test) kullanılmıştır. Deneme ve kontrol gruplarının (öntest- sontest) puanları arasında anlamlı bir fark olup olmadığının test edilmesi için bağımsız t testi uygulanmıştır.. Bu grupların kendi içerisindeki ilerlemelerin belirlenmesi ve öntest-sontest arasındaki farklılıkları test etmek için ise bağımlı t-testi kullanılmıştır. Farklılıkların test edilmesinde 0.05 anlamlılık düzeyi baz alınmıştır.

Araştırmanın Bulguları: Deneme ve kontrol gruplarında yer alan çocukların Wally Sosyal Problem Çözme Ölçeği ön test ve son test puanlarının karşılaştırıldığında, ön test puanları açısından istatistiksel olarak iki grup açısından anlamlı bir farklılık bulunmazken, son testler arasındaki farkın anlamlı olduğu sonucuna varılmıştır. Bu durum süreç içerisinde çocukların sosyal problem çözme becerilerinde olumlu artışın

94 Cagla GUR – Nurcan KOCAK

Eurasian Journal of Educational Research 73 (2018) 77-94

gerçekleştiğini düşündürmektedir. Bununla birlikte hem kontrol hem de deney gruplarında çocukların ön test ve son test puanları arasındaki fark istatistiksel olarak anlamlı bulunmuştur. Bu durum programın uygulandığı 5 aylık eğitim süreci içerisinde alınan okul öncesi eğitiminin çocukların sosyal problem becerilerini olumlu yönde desteklediğine işaret etmektedir. Sürecin uzun olması okul öncesi eğitimin etkilerinin de görülmesine neden olduğunu düşündürmektedir. Ancak hem deneme ve kontrol grubunda bulunan çocukların ön test ve son testleri arasındaki fark anlamlı olmakla birlikte, deneme ve kontrol gruplarının son test puanları arasındaki fark istatistiksel açıdan anlamlı bulunmuştur. Bu farklılığın deneme grubuna uygulanan ÇBDE Programı ile ilişkili olabileceği düşünülmektedir.

Araştırmanın Sonuçları ve Öneriler: ÇBDE Programının okul öncesi eğitim kurumuna devam eden 5-6 yaş grubu çocukların sosyal problem çözme becerileri üzerindeki etkisinin incelenmesi amacıyla gerçekleştirilen bu çalışmanın sonucunda, bu 5-6 yaş grubu çocukların sosyal problem çözme becerileri üzerindeki etkisinin olumlu olduğu bulunmuştur.

Elde edilen araştırma bulguları doğrultusunda 5-6 yaş grubu çocuklar için hazırlanan sosyal problem çözme becerisinin geliştirilmesine yönelik eğitim programlarının içeriklerinde düşünme eğitimi etkinliklerine yer verilmesinin etkin bir öğrenme bağlamında ciddi katkılar sunacağı düşünülmektedir. Sosyal problem çözme becerisi insanın toplumsal hayatı için göz ardı edilemez bir unsurdur. Bu nedenle çocuklar için bu becerinin gelişimine katkı sunacak eğitimsel uygulamalar oldukça önemlidir.

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The Effect of TMPT Program on Pre-school Children's Social Problem Solving Skills

Year 2018, Volume: 18 Issue: 73, 77 - 94, 20.01.2018

Abstract

Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children’s social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6 year-old children's social problem-solving skills was examined. Research Methods: The data of the study were obtained from a total of 70 children, including 32 in the experiment group and 38 in the control group.Thirty-two of the children in the study group were girls and 38 were boys. An experimental design with a pre-test and post-test control group was used. Within the scope of the study the Thinking from Multidimensional Perspectives Training Program was implemented in the experimental group. Through the TMPT Program, the following steps were examined: self-recognition, recognizing the other, recognition of the third one, group perspective, and social and universal perspective. The Wally Social Problem-Solving Test was used to determine if there was a difference between pre-test and post-test scores. Independent t-test was used to determine if there was a difference between experiment and control groups in terms of their pre-test and post-test scores (0.05 was determined as the significance level). Findings: The results revealed that the TMPT Program has a positive effect on 5-6 year-old pre-school children’s social problem-solving skills. Implications for Research and Practice: Depending on the findings of the study, it is thought that training programs developed to support 5-6-year-old children’s social problem-solving skills should include Thinking Training activities within their contents.

References

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  • Daniel, M.,Lafortune, L.,Pallascio, R.,Splitter, L., Slade, C., & Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education, 54(4), 334-354.
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  • Fields, J. (1995). Empirical data research into the claims for using philosophy techniques with young children. Early Child Development and Care,107, 115–128.
  • Fisher, R. (2013). Teaching thinking: Philosophical enquiry in the classroom. (Kindle Edition). USA: Bloomsbury Academic.
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  • Gregory, M. (2008). Philosophy for children: Practitioner handbook. Montclair, USA: IAPC Publication.
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There are 55 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Cagla Gur This is me

Nurcan Kocak This is me

Publication Date January 20, 2018
Published in Issue Year 2018 Volume: 18 Issue: 73

Cite

APA Gur, C., & Kocak, N. (2018). The Effect of TMPT Program on Pre-school Children’s Social Problem Solving Skills. Eurasian Journal of Educational Research, 18(73), 77-94.
AMA Gur C, Kocak N. The Effect of TMPT Program on Pre-school Children’s Social Problem Solving Skills. Eurasian Journal of Educational Research. January 2018;18(73):77-94.
Chicago Gur, Cagla, and Nurcan Kocak. “The Effect of TMPT Program on Pre-School Children’s Social Problem Solving Skills”. Eurasian Journal of Educational Research 18, no. 73 (January 2018): 77-94.
EndNote Gur C, Kocak N (January 1, 2018) The Effect of TMPT Program on Pre-school Children’s Social Problem Solving Skills. Eurasian Journal of Educational Research 18 73 77–94.
IEEE C. Gur and N. Kocak, “The Effect of TMPT Program on Pre-school Children’s Social Problem Solving Skills”, Eurasian Journal of Educational Research, vol. 18, no. 73, pp. 77–94, 2018.
ISNAD Gur, Cagla - Kocak, Nurcan. “The Effect of TMPT Program on Pre-School Children’s Social Problem Solving Skills”. Eurasian Journal of Educational Research 18/73 (January 2018), 77-94.
JAMA Gur C, Kocak N. The Effect of TMPT Program on Pre-school Children’s Social Problem Solving Skills. Eurasian Journal of Educational Research. 2018;18:77–94.
MLA Gur, Cagla and Nurcan Kocak. “The Effect of TMPT Program on Pre-School Children’s Social Problem Solving Skills”. Eurasian Journal of Educational Research, vol. 18, no. 73, 2018, pp. 77-94.
Vancouver Gur C, Kocak N. The Effect of TMPT Program on Pre-school Children’s Social Problem Solving Skills. Eurasian Journal of Educational Research. 2018;18(73):77-94.