INVESTIGATION OF THE EFFECT OF MINDFULNESS-BASED EDUCATION PROGRAM ON THE EXECUTIVE FUNCTIONING LEVEL OF PRE-SCHOOL CHILDREN

Year 2022, Issue: 64, 441 - 465, 28.10.2022

Ayşe Aydın , Saide Özbey

https://doi.org/10.21764/maeuefd.1106205

Abstract

The purpose of the current study is to investigate the effect of Mindfulness-Based Education Program on the executive functioning level of the children aged 60-72 months old. The study employed the pretest-posttest, retention test and control group experimental model. The study group of the current research is comprised of 35 children randomly selected and attending two different kindergartens. One of the kindergartens was assigned as the experimental group and the other as the control group. In the study, the “Self-Regulation Skills Scale Teacher Form for 4-6 Year Olds” was used. The children in the experimental group were subjected to the “Mindfulness-Based Education Program”. The measurement tool used in the study was administered as the pre-test before the program and the post-test and retention test after the completion of the program. As a result of the analyses, it was found that the difference between the post-test mean scores of the experimental and control groups is statistically significant in favour of the experimental group (p<0.05). The results of the study show that the Mindfulness-Based Education Program had a positive effect on pre-school children’s executive functioning level, which can be seen as an important contribution to the literature

Keywords

Mindfulness, Executive functions, Pre-school education

BİLİNÇLİ FARKINDALIK (MİNDFULNESS) TEMELLİ EĞİTİM PROGRAMI’NIN OKUL ÖNCESİ DÖNEMDEKİ ÇOCUKLARIN YÖNETİCİ İŞLEV DÜZEYLERİNE ETKİSİNİN İNCELENMESİ

Abstract

Bu araştırmanın amacı, Mindfulness Temelli Eğitim Programı’nın 60-72 aylık çocukların yönetici işlev düzeylerine etkisini incelemektir. Araştırmada ön test-son test, kalıcılık testi ve kontrol gruplu deneysel model kullanılmıştır. Araştırmanın çalışma grubunu Burdur ili Bucak ilçesinde Milli Eğitim Bakanlığına bağlı iki bağımsız anaokuluna devam eden tesadüfi örnekleme yöntemi ile seçilmiş 35 çocuk oluşturmaktadır. Okullardan biri deney diğeri kontrol grubu olarak belirlenmiştir. Araştırmada veri toplama aracı olarak “4-6 Yaş Çocuklarına Yönelik Öz Düzenleme Becerileri Ölçeği-Öğretmen Formu” kullanılmıştır. Araştırmada deney grubuna, araştırmacı tarafından uzman görüşleri alınarak son hali verilen bütünleştirilmiş 24 etkinlikten oluşan “Mindfulness Temelli Eğitim Programı” 8 hafta boyunca ve haftada 3 gün uygulanmıştır. Mindfulness Temelli Eğitim Programı uygulanmadan önce araştırmada kullanılan ölçme aracı ile ön test uygulamaları gerçekleştirilmiştir. Program tamamlandıktan sonra da son test ve kalıcılık testi uygulamaları gerçekleştirilmiştir. Yapılan analizler sonucunda, deney ve kontrol gruplarının son test puanları arasındaki farkın deney grubunun lehine istatistiksel olarak anlamlı olduğu (p<0.05) saptanmıştır. Ayrıca kalıcılık testilerine göre programın etkisinin daha sonraki süreçte de devam ettiği görülmektedir.

Keywords

Mindfulness, Yönetici işlevler, Okul Öncesi

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