Erken Müdahale İçin Bir Model: Anne Çocuk Etkileşim Programı

Year 2015, 3rd National Congress of Child Development and Education (International Participations) (Congress Book), - , 24.06.2015

Fatma Kılınç Neriman Aral

Abstract

Yaşamın ilk yıllarını içeren sıfır-üç yaş arası çocuklara erken desteğin sağlanması, zengin uyarıcı çevre ile erken tanıştırılması ve bu dönemde tek ve ilk eğitici olan anne-babaların eğitilmesi son derece önemlidir.  Bu  zaman  dilimi,  gelişimsel  olarak  toplumda  risk  altındaki  çocuklara  müdahale  edilebilecek ve onların gelişimlerini olumlu yönde etkileyebilecek en kritik dönemdir. Anne baba çocuk etkileşim programlarının özellikle sosyo kültürel dezavantajlı çocuklar ve ebeveynler için oldukça yararlı olduğu bilinmektedir. Bu ortamlarda ebeveynler diğer anne-babalarla kaygılarını paylaşabilmekte, birbirlerine sorular sorarak iletişime girebilmektedir. Sosyo-kültürel dezavantajlı anneler ile onların sıfır-üç yaş çocuklarının erken yaşta desteklenmesi amacıyla çeşitli erken müdahale programları oluşturulmaktadır. Bu bildiride; sosyo-kültürel dezavantajlı annelerle onların sıfır-üç yaş çocuklarına yönelik hazırlanan Anne Çocuk Etkileşim Programı ile ilgili uygulama örneğinin paylaşılması amaçlanmaktadır. Çocuk ve anne-baba açısından etkili sonuçlar elde edilen anne çocuk etkileşim programının ülkemizde yaygınlaştırılması öngörülmektedir.

 

Anahtar kelimeler: Anne çocuk etkileşimi,  erken müdahale

Keywords

-

References

• Angold, A. ve Egger, H.L. (2007). Preschool psychopathology: Lessons for the lifespan. Journal of Child
• Psychology and Psychiatry, 48, 961–966.
• Aral, N., Baran, G., Gürsoy, F., Köksal-Akyol, A., Bütün-Ayhan, A., Yıldız-Bıçakçı, M., Erdoğan, S. (2011).
• The effects of parent education programs on the development of children aged between 60 and 72 months, Social Behavior and Personality, 39 (2), 241-250.
• Arkan, B. ve Üstün, B. (2009). Davranım bozukluğu olan çocuklara psikiyatrik yaklașımda anne-baba eğitim programları: İki örnek bağlamında bir değerlendirme. Psikiyatride Güncel Yaklașımlar-Current Approaches ın Psychiatry 1:155-174
• Barlow, J., Parsons, J. ve Stewart-Brown, S. (2005). Systematic review of the effectiveness of group based parenting programmes for infants and toddlers. Child: Care, Health and Development, 31, 33–42.
• Baumrind, D. (1967). Childcare practices anteceding three patterns of preschool behavior, Genetic Psychology
• Monographs, 75, 43–88.
• Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monograph, 4, 1-103.
• Baumwell, L., Tamis-LeMonda, C. S. ve Bornstein, M. H. (1997). Maternel verbal sensitivity and child language comprehension. Infant Behaviour and Development,20(2), 247-258.
• Beckwith, L. ve Rodning, C. (1996). Dyadic processes between mothers and preterm infants: development at ages 2 to 5 years. Infant Mental Health Journal, 17(4), 322-333.
• Beckman, K.A., Knitzer, J., Cooper, J. ve Dicker, S. (2010). Supporting Parents of Young Children in The Child Welfare System, National Center for Children in Poverty. Mailman School of Public Health Columbia University.
• Bowlby, J. (1969). Attachment and Loss, Volume 1: Attachment. New York: Basic Books. Bowlby, J. (1973). Attachment and Loss, Volume 2: Separation. New York: Basic Books.
• Camp, B.W. ve Bash, M.A.S. (1985). Think aloud: Increasing sociak and cognitive skills-A problem-solving program for children. Champaign, IL: Research Press.
• Casto, G. ve Mastropieri, M.A. (1986). The efficacy of early intervention programs: A meta-analysis.
• Exceptional Children, 52, 417-424.
• Casto, G. ve White, K. R. (1985). The efficacy of early intervention programs with environmentally at-risk infants. Journal of Children in Contemporary Society, 17, 37-50.
• Conger, R. D., Ebert-Wallace, L., Sun, Y., Simons, R. L., McLoyd, V. C., ve Brody, G. H. (2002). Economic pressure in African American families: A replication and extension of the family stress model. Developmental Psychology, 38, 179-193.
• Crockenberg, S. (1987). Predictors and correlates of anger toward and punitive control of toddlers by adolescent mothers. Child Development, 58, 964-975.
• Cummings, L. L. (2000). Parent training: a program for parents of two-and three-year-olds. Unpublished doctoral dissertation. Central Michigan University, Michigan.
• Fewell, R. ve Deutscher, B. (2002). Contributions of receptive vocabulary and maternal style: variables to later verbal ability and reading in low-birthweight children. Topics in Early Childhood Special Education,
• (4), 181-190.
• Frick, P.J. (2001). Effective interventions for children and adolescents with conduct disorder. Canadian Journal of Psychiatry, 46, 597–608.
• Foote, R. C. (1999). The dyadic parent-child interaction coding system II (DPICS II): Reliability and validity with father-child dyads. Unpublished Doctoral Dissertation. University of Florida, Florida.
• Forehand, R. ve Kotchick, B.A. (1996). Cultural diversity: A wake up call for parent training, Behavior research and therapy, 27, 187-206.
• Gershoff, E.T. (2002). Corporal punishment by parents associated child behaviors and experiences: A meta- analytic and theoretical review. Psychological Bulletin, 128, 539-579.
• Goodson, B.,D. ve Hess, R.,D. (1975). Parents as a Teachers of Young Children: An Evaluative Review of Some Contemporary Concepts and Programs. (Revised Edition). Washington DC: Bureau of Educational Personnel Development.
• Gordon, I.J. (1969). Early Child Stimulation Through Parent Education. Washington, D.C: American
• Psychological Association Convention.
• Gray, S.W. ve Klaus, R.A. (1970). The early training project: a seventh-year report, Child Development, 41(4),
• -924.
• Honig, A. S. (1979). Child care alternatives and options for parents. Viewpoints in Teaching and Learning, 55,
• -65.
• Kagan, S. L. 1994. Families and children: who is responsible?. Childhood Education, 71(1), 4-8.
• Kelly, J., Morisset, C., Barnard, K., Hammond, M. ve Booth, C. (1996). The influence of early mother-child interaction on preschool cognitive/linguistic outcomes in a high-social-risk group. Infant Mental Health Journal, 17(4), 310-321.
• Kim, J. M. ve Mahoney, G. (2004). The effects of mother’s style of interaction on children’s engagement: Implications for using responsive interventions with parents. Topics in Early Childhood Special Education,
• (1), 31-38.
• Kurtulmuş, Z. (2003). Anne eğitim programının 4-6 yaş grubu çocuğu olan alt sosyo-ekonomik düzeydeki anne davranışları üzerindeki ve annelerin okul öncesi eğitime yönelik görüşlerine ilişkin etkisinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi. Ankara.
• Larzelere, R. E. (2000). Child outcomes of nonabusive and customary physical punishment by parents: AN
• updated literatüre review. Clinical Child and Family Psychology Review, 3, 199-221.
• Lee, J.M. ve Alfonso, V.C. (2003) The effectiveness of early intervention with young children “at risk”: A
• decade in review. The School Psychologist, 57 (2), 29 42-52.
• Levenstein, P. (1970). Cognitive growth in preschoolers through verbal interaction with mothers, American
• Journal of Orthopsychiatry, 40 (3), 426–432.
• Mahoney, G. ve Perales, F. (2005). Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study. Developmental and Behavioral Pediatrics, 26 (2), 77-85.
• Masten, A. S. ve Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: lessons from research on successful children, American Psychologist, 53 (2), 205–220
• McCollum, J. A. (1999). Parent education: what we mean and what that means. Topics in Early Childhood
• Special Education. 19 (3), 147-149.
• Mistry, R. S., Vandewater, E. A., Houston, A. C. ve McLoyd, V. C. (2002). Economic well-being and children’s social adjustment: The role of family process in an ethnically diverse low-income sample. Child Development, 73, 935-951.
• Myers, R. (1996). Hayatta Kalan On İki. (Çev. Bakay, R.A. Ünlü, E.) İstanbul: Anne Çocuk Eğitim Vakfı
• Yayınları
• Pfannenstiel, J.C. ve Seltzer, D.A. (1989). New parents as teachers: evaluation of an early parent education program, Early Childhood Research Quarterly
• (1), 1-18.
• Ramey, C.T. ve Ramey, S.L. (1998). Prevention of intellectual disabilities: Early interventions to improve cognitive development. Preventive Medicine, 27, 224-232.
• Roopnarine, J. L. ve Johnson, J. E., (1993). Approaches to Early Childhood Education. New York: Macmillan
• College Publishing Company.
• Sameroff, A.J. ve Chandler, M.J. (1975). Reproductive risk and the continuum of caretaker causality. (Ed. F.B.
• Horowitz). In Review of Child Development Research, Vol. 4. Chicago: University of Chicago Press.
• Slaughter, D.T. (1980). Early Intervention, Maternal Development and Children’s Play. ERIC, Record Details
• - ED198917.
• Slaughter, D.T., Earls, F. ve Caldwell, B.M. (1983). Early Intervention and Its Effects on Maternal and Child
• Development, Monographs of the Society for Research in Child Development, 48(4), 1-91.
• Steinberg, L., Dorbusch, S. ve Brown, B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.
• TÜİK (2014). Adrese Dayalı Nüfus Kayıt Sistemi Sonuçları, Türkiye İstatistik Kurumu, Yayın No: 4144, Ankara.
• Watson, J. (2005). Active Engagement: Strategies to Increase Service Participation by Vulnerable Families.
• Ashfield NSW:Centre for Parenting and Research.
• Webster-Stratton, C. (1996). Early intervention with videotape modeling: Programs for families of children with oppositional defiant or conduct disorder. In E. D. Hibbs and P.S. Jensen (Eds). Psychosocial treatments for child and adolescent disorders. Washington, DC: American Psychological Association.
• Webster-Stratton, C. ve Hammond, M. (1997). Treating children with early-onset conduct problems: A
• comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65,
• -109.
• Weiss, H.B. (1989). State family support and education programs, American Journal of Orthopsychiatry,
• (1), 32–48.
• White, S. H. ve Buka, S. L. (1987). Early Education: Programs, Traditions, and Policies, Review of Research In
• Education, (Ed: E.Z. Rothkopf). Review of Research in Education, 14, 43-91
• Wierson, M. ve Forehand, R. (1994). Parent behavioral training for child noncompliance : Rationale, concepts and effectiveness, Current directions in psychological science, 3, 146-150.
• Yeung, W. J.; Sandberg, J. F.; Davis-Kean, P. E.; ve Hoffferth, S. L.(2001). Children’s time with fathers in intact families. Journal of Marriage and Family, 63, 136-154.
• Zigler, E. ve Valentine, J. (1979). Project Head Start: A Legacy of the War on Poverty, New York: Free Press.