EXAMINATION OF NON-VERBAL INTELLIGENCE AND LANGUAGE SKILLS OF PRE-SCHOOL CHILDREN

Abstract

The aim of this study; the effect of SES on preschool children's non-verbal intelligence, receptive language and expressive language skills was examined. In addition, non-verbal intelligence predicted receptive and expressive language skills were examined. The research consists of 212 children with an average age of 68 months, who attend the kindergartens of the Ministry of National Education in Konya. The schools were grouped according to three socio-economic levels considering the social and economic characteristics of the regions where they are located. In the analysis of data; Test of Normality, MANOVA and regression analysis were used. Children were evaluated with Colored Progressive Matrices Test and TEDIL (Turkish Early Language Development Test). According to the findings of the research, it is seen that as SES increases, intelligence and language scores also increase. It appears to be a significant predictor of intelligence, receptive language and expressive language skills. As SES rises, skills such as cognitive skills, expression skills, variety of words used, grammar are positively affected. Considering the multiplier effect of the right interventions in the preschool period in the light of findings of the research, it is necessary to provide services for language and intelligence skills for children with lower SES.

Keywords

• Zekâ
• Alıcı dil becerileri
• İfade edici dil becerileri
• Sosyoekonomik düzey

OKUL ÖNCESİ DÖNEMDEKİ ÇOCUKLARIN SÖZEL OLMAYAN ZEKÂ VE DİL BECERİLERİNİN İNCELENMESİ

Abstract

Bu çalışmanın amacı; Sosyoekonomik Düzeyin (SED) okulöncesi dönemdeki çocukların sözel olmayan zekâ, alıcı dil ve ifade edici dil becerileri üzerindeki etkisine bakmaktır. Ayrıca sözel olmayan zekânın alıcı ve ifade edici dil becerilerini yordayıp yormadığı incelenmiştir. Araştırmaya Konya ili kent merkezi sınırları içerisinde Milli Eğitim Bakanlığı’na bağlı eğitim kurumlarının anasınıflarına devam eden 60 – 72 ay aralığındaki ortalama yaşları 68 ay olan 212 çocuk oluşturmaktadır. Araştırmada okulların bulundukları bölgelerin sosyal ve ekonomik özellikleri dikkate alınarak üç sosyo-ekonomik düzeye (alt-orta-üst) göre gruplanmıştır. Verilerin analizinde; Normallik Testi, MANOVA ve regresyon analizi kullanılmıştır. Çocuklar Renkli Progresif Matrisleri Testi ve TEDİL (Türkçe Erken Dil Gelişimi Testi) ile değerlendirilmiştir. Araştırmanın bulgularına göre SED arttıkça zekâ ve dil puanlarının da arttığı görülmektedir. Zekâ, alıcı dil ve ifade edici dil becerilerinin anlamlı bir yordayıcısı olduğu görülmektedir. SED yükseldikçe bilişsel beceriler, ifade etme becerisi, kullanılan sözcük çeşitliliği, dil bilgisi gibi beceriler olumlu yönde etkilenmektedir. Araştırmanın bulguları ışığında okul öncesi dönemdeki doğru müdahalelerin çarpan etkisi düşünüldüğünde özellikle alt SED çocuklara dil ve zekâ becerilerine yönelik hizmetlerin sunulması gerekmektedir.

Keywords

• Zekâ
• Alıcı dil becerileri
• İfade edici dil becerileri
• Sosyoekonomik düzey

References

1. Allen, K. E. and Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Stamford, CT: Cencage Learning.
2. Avramidis, E., and Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European journal of special needs education, 22(4), 367-389. doi:10.1080/08856250701649989
3. Aram, D., & Levin, I. (2001). Mother-child joint writing in low SES. Cognitive Development, 16, 831–852. doi:10.1016/S0885-2014(01)00067-3
4. Baddeley A. (2003) Working memory and language: an overview. J Commun Disord 36(3):189–208. doi:10.1016/S0021-9924(03)00019-4
5. Bell, N. L., Lassiter, K. S., Matthews, T. D., & Hutchinson, M. B. (2001). Comparison of the picture vocabulary test – third edition and Wechsler adult intelligence scale – third edition with university students. Journal of Clinical Psychology, 57
6. Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821–843. doi:10.1017/S0954579408000394
7. Bildiren, A., Kargın, T., & Korkmaz, M. (2017). Renkli Progresif Matrisleri Testi’nin 4-6 Yaş Aralığında Güvenirlik ve Geçerlik Çalışması. Turkish Journal of Giftedness & Education, 7(1).
8. Black, JE (1998). "How A Child Builds Its Brain: Some Lessons from Animal Studies and Neural Plasticity". Preventative Medicine 27: 168–171

9. Bradley, R.H., & Corwyn, R.F. (2002). Socioeconomic status & child development. Annual Review of Psychology, 53, 371–399.
10. Brooks-Gunn, Jeanne, and Greg J. Duncan. "The effects of poverty on children." The future of children (1997): 55-71.
11. Bouchefra, S., Azeroual, A., Boudassamout, H., Ahaji, K., Ech-Chaouy, A., & Bour, A. (2022). Association between Non-Verbal Intelligence and Academic Performance of Schoolchildren from Taza, Eastern Morocco. Journal of Intelligence, 10(3), 60.
12. Ceci, S. J. (1996). On intelligence: A biological treatise on intellectual development. Harvard University Press.
13. Chung, K. K. H. 2015. “Socioeconomic Status and Academic Achievement.” In International Encyclopedia of the Social & Behavioral Sciences, edited by J. D. Wright, 2nd ed., Vol. 22, 924–930. Oxford: Elsevier.
14. Deary, I. J. (2012). 125 years of intelligence in the American Journal of Psychology. The American journal of psychology, 125(2), 145-154.
15. Deary, I. J., Pattie, A., & Starr, J. M. (2013). The stability of intelligence from age 11 to age 90 years: the Lothian birth cohort of 1921. Psychological science, 24(12), 2361-2368.
16. Dodur, H. M. S., Altindağ Kumaş, Ö., & Yüzbaşioğlu, Y. (2022). How socioeconomic status, verbal memory, rapid naming and receptive language contribute to phonological awareness in Turkish preschool children. Education 3-13, 50(8), 1137-1152.
17. Dyume, M., Dumaret, A.M., & Tomkiewicz, S. (1999). How can we boost IQs of ‘dull children’? A late adoption study. Proceedings of the National Academy of Science, 96, 8790–88794.
18. Eryılmaz, D., Uladı, G., Geyik, M., & Öztürk, M. (2019). 36-72 aylık çocukların dil gelişim özelliklerinin çeşitli değişkenler bakımından incelenmesi. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(1), 265-277.
19. Evans, G. W., & Schamberg, M. A. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences, 106(16), 6545-6549.
20. Feinstein, L. (2003). Very early cognitive evidence. Centre piece (24–30). London School of Economics, Centre for Economic Performance.
21. Greenwood, C. R. (1991). A longitudinal analysis of time to learn, engagement, and academic achievement in urban versus suburban schools. Exceptional Children, 57, 521-535.
22. Greenwood, C. R., Hart, B., Walker, D., & Risley, T. (1994). The opportunity to respond and academic performance revisited: A behavioral theory of developmental retardation and its prevention.
23. Harrison, C. (1995). Giftedness in early childhood. Sydney: Children’s services.
24. Heath, S. B., & Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. cambridge university Press.
25. Heckman, J.J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900–1902.
26. Hulme, C., and M. J. Snowling. 2016. “Reading Disorders and Dyslexia.” Current Opinion in Pediatrics 28 (6): 731–735. doi:10.1097/MOP.0000000000000411.
27. Kocabıyık, N. A. (2015). IQ’nun/zeka’nın 5-6 yaş çocuklarda alıcı dil ve ifade edici dil becerilerine etkisinin incelenmesi (yüksek lisans tezi). Turgut Özal Üniversitesi Sağlık Bilimleri Enstitüsü.
28. Lervåg, A., Dolean, D., Tincas, I., & Melby‐Lervåg, M. (2019). Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty. Developmental science, 22(5), e12858.
29. Longo, F., McPherran Lombardi, C., & Dearing, E. (2017). Family investments in low-income children’s achievement and socioemotional functioning. Developmental psychology, 53(12), 2273.
30. McDuffie, A., Kover, S. T., Abbeduto, L., Lewis, P., & Brown, W. T. (2012). Profiles of receptive and expressive language abilities in males with comorbid fragile X syndrome and autism. American Journal of Intellectual and Developmental Disabilities, 117(1), 18-32. doi: 10.1352/1944-7558- 117.1.18
31. Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental science, 8(1), 74-87.
32. Noble, K. G., Farah, M. J., & McCandliss, B. D. (2006). Socioeconomic background modulates cognition-achievement relationships in reading. Cognitive Development, 21, 349–368. doi:10.1016/j.cogdev.2006.01.007
33. Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10, 464–480.
34. Rohrer-Baumgartner, N., Zeiner, P., Egeland, J., Gustavson, K., Skogan, A. H., Reichborn-Kjennerud, T., & Aase, H. (2014). Does IQ influence Associations between ADHD Symptoms and other Cognitive Functions in young Preschoolers?. Behavioral and Brain Functions, 10(1), 1-11.
35. Roth, F. P., D. L. Speece, and D. L. Cooper. 2002. “A Longitudinal Analysis of the Connection Between Oral Language and Early Reading.” Journal of Educational Research 95 (5): 259–272. doi:10.1080/00220670209596600.
36. Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35, 185–205. doi:10.1017/S0305000907008343
37. Saranlı, A. G., Er, S., & Deniz, K. Z. (2017). Okul öncesi dönemdeki üstün yetenekli çocukların dil gelişimlerinin analizi. Yaşadıkça Eğitim, 31(1), 1-20.
38. Schoon, I., Jones, E., Cheng, H., & Maughan, B. (2012). Family hardship, family instability, and cognitive development. Journal of Epidemiology and Community Health, 66, 716–722.
39. Schiff, R., & Lotem, E. (2011). Effects of phonological and morphological awareness on children’s word reading development from two socioeconomic backgrounds. First Language, 31(2), 139-163.
40. Snow, C. E., Perlmann, R., & Nathan, D. (1987). Why routines are different: Toward a multiple-factors model of the relation between input and language acquisition. Children’s language, 6, 65-97.
41. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta‐analytic review of research. Review of Educational Research, 75(3), 417–453. https ://doi.org/10.3102/00346 54307 5003417
42. Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of longitudinal research. Intelligence, 35, 401–426.
43. Tabachnick, B. G., and L. S. Fidell. (2013). Using Multivariate Statistics. 6th ed. Boston: Pearson.
44. Taner, M., & Başal, H. A. (2005). Farklı sosyoekonomik düzeylerde okulöncesi eğitimi alan ve almayan ilköğretim birinci sınıf öğrencilerinin dil gelişimlerinin cinsiyete göre karşılaştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 395-420.
45. Topbas, S. & Guven, S. (2013). Tedil Erken Dil Gelişim Testi, Ankara, Detay Yayıncılık
46. Tucker-Drob, E. M., & Briley, D. A. (2014). Continuity of genetic and environmental influences on cognition across the life span: A meta-analysis of longitudinal twin and adoption studies. Psychological Bulletin, 140, 949–979.
47. Tucker-Drob, E.M., Rhemtulla, M., Harden, K.P., Turkheimer, E., & Fask, D. (2011). Emergence of a gene-by-socioeconomic status interaction on infant mental ability between 10 months to 2 years. Psychological Science, 22, 125–133.
48. Vance, B., West, R., & Kutsick, K. (1989). Prediction of Wechsler preschool and primary scale of intelligence IQ scores for preschool children using the Peabody picture vocabulary test-R and the expressive one- word picture vocabulary test. Journal of Clinical Psychology, 45(4), 642-644.