Year 2018, Volume 4 , Issue 1-2, Pages 27 - 40 2018-12-31

Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children

Hülya GÜLAY OGELMAN [1] , Hatice ERTEN SARIKAYA [2] , Hande GÜNGÖR [3] , Özlem KÖRÜKÇÜ [4]


The purpose of the project was to investigate the effect of the Social-Emotional Prevention Program on social and communication skills of 4-6 year-old children attending preschool education and having families with low socio-economic level. In the study, quasi-experimental design with pretest-posttest group was used. Three experimental groups and one control group were included in the project. Average age of the children in all the groups was 5 years, 1 month, and 27 days (minimum 4 years, 1 month, and 16 days; maximum 6 years and 3 days).  83 children and 83 mothers including 25 children and 25 mothers in the age group of 4-6 years from Experimental Group 1, 16 children and 16 mothers from Experimental Group 2, 16 children and 16 mothers from Experimental Group 3, and 26 children and 26 mothers from Control Group were included in the project. All of 83 children involved in the all groups were attending independent kindergartens affiliated with Ministry of National Education, Provincial Directorate for National Education of Denizli in Pamukkale and Tavas districts of Denizli. Personal Information Form, Social Skills Evaluation Scale (SSES), and Communication Skills Scale (Teacher Form) were used as the data collection tools in the project. According to the results of the study, implementing Social-Emotional Prevention Program together with family involvement activities, implementing only Social-Emotional Prevention Program, and implementing only family involvement activities led to significant improvements in the social and communication skills of the children compared to the control group. 
Social skills, Communication skills, Social, emotional prevention program
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Primary Language en
Subjects Social
Journal Section Research Articles
Authors

Orcid: 0000-0002-4245-0208
Author: Hülya GÜLAY OGELMAN (Primary Author)
Country: Turkey


Orcid: 0000-0003-0367-6607
Author: Hatice ERTEN SARIKAYA
Institution: MİLLİ EĞİTİM BAKANLIĞI

Orcid: 0000-0002-3016-1775
Author: Hande GÜNGÖR
Institution: PAMUKKALE UNIVERSITY

Orcid: 0000-0003-4340-1915
Author: Özlem KÖRÜKÇÜ
Institution: PAMUKKALE UNIVERSITY

Dates

Application Date : February 10, 2019
Acceptance Date : May 4, 2019
Publication Date : December 31, 2018

Bibtex @research article { ijare525173, journal = {International Journal of Academic Research in Education}, issn = {}, eissn = {2149-2913}, address = {}, publisher = {Süleyman Nihat ŞAD}, year = {2018}, volume = {4}, pages = {27 - 40}, doi = {10.17985/ijare.525173}, title = {Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children}, key = {cite}, author = {Gülay Ogelman, Hülya and Erten Sarıkaya, Hatice and Güngör, Hande and Körükçü, Özlem} }
APA Gülay Ogelman, H , Erten Sarıkaya, H , Güngör, H , Körükçü, Ö . (2018). Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children . International Journal of Academic Research in Education , 4 (1-2) , 27-40 . DOI: 10.17985/ijare.525173
MLA Gülay Ogelman, H , Erten Sarıkaya, H , Güngör, H , Körükçü, Ö . "Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children" . International Journal of Academic Research in Education 4 (2018 ): 27-40 <https://dergipark.org.tr/en/pub/ijare/issue/45004/525173>
Chicago Gülay Ogelman, H , Erten Sarıkaya, H , Güngör, H , Körükçü, Ö . "Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children". International Journal of Academic Research in Education 4 (2018 ): 27-40
RIS TY - JOUR T1 - Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children AU - Hülya Gülay Ogelman , Hatice Erten Sarıkaya , Hande Güngör , Özlem Körükçü Y1 - 2018 PY - 2018 N1 - doi: 10.17985/ijare.525173 DO - 10.17985/ijare.525173 T2 - International Journal of Academic Research in Education JF - Journal JO - JOR SP - 27 EP - 40 VL - 4 IS - 1-2 SN - -2149-2913 M3 - doi: 10.17985/ijare.525173 UR - https://doi.org/10.17985/ijare.525173 Y2 - 2019 ER -
EndNote %0 International Journal of Academic Research in Education Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children %A Hülya Gülay Ogelman , Hatice Erten Sarıkaya , Hande Güngör , Özlem Körükçü %T Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children %D 2018 %J International Journal of Academic Research in Education %P -2149-2913 %V 4 %N 1-2 %R doi: 10.17985/ijare.525173 %U 10.17985/ijare.525173
ISNAD Gülay Ogelman, Hülya , Erten Sarıkaya, Hatice , Güngör, Hande , Körükçü, Özlem . "Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children". International Journal of Academic Research in Education 4 / 1-2 (December 2018): 27-40 . https://doi.org/10.17985/ijare.525173
AMA Gülay Ogelman H , Erten Sarıkaya H , Güngör H , Körükçü Ö . Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children. IJARE. 2018; 4(1-2): 27-40.
Vancouver Gülay Ogelman H , Erten Sarıkaya H , Güngör H , Körükçü Ö . Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children. International Journal of Academic Research in Education. 2018; 4(1-2): 27-40.
IEEE H. Gülay Ogelman , H. Erten Sarıkaya , H. Güngör and Ö. Körükçü , "Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children", International Journal of Academic Research in Education, vol. 4, no. 1-2, pp. 27-40, Dec. 2019, doi:10.17985/ijare.525173