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60-72 Aylık Çocukların Öz Düzenleme Becerisi Üzerinde Çocuk Katılımlı Eğitim Programının Etkisinin İncelenmesi

Year 2020, Volume: 51 Issue: 51, 1 - 17, 15.01.2020
https://doi.org/10.15285/maruaebd.559762

Abstract

Çocuk Katılımlı Eğitim Programı, Birleşmiş Milletler Çocuk Hakları Sözleşmesi’nin 12. Madde’sinde yer alan “çocuğun katılım hakkı”ndan yola çıkarak hazırlanmıştır. Bu program, Shier’in (2001) “Katılıma Giden Yollar: Açılımlar, Fırsatlar ve Yükümlülükler” adlı makalesinde ele aldığı beş katılım düzeyini temel almakta, doğa ve oyun temalarında 2 proje süreci içeren toplam 15 etkinlikten oluşmaktadır. Bu araştırmada, çocuk katılımını temel alarak hazırlanmış Çocuk Katılımlı Eğitim Programı’na katılan çocukların öz düzenleme becerilerinin, bu programa katılmayan çocuklara oranla daha fazla gelişip gelişmediğinin belirlenmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden “ön test-son test kontrol gruplu deneysel desen” kullanılmıştır. Araştırmanın çalışma grubunu, 2016-2017 eğitim-öğretim yılında İstanbul’da bulunan bir üniversiteye bağlı anaokulunun iki şubesinde eğitim gören 60-72 aylık yaş grubundan toplam 28 çocuk (14 çocuk deney grubu, 14 çocuk kontrol grubu) oluşturmuştur. Deney ve kontrol grupları seçkisiz atama ile oluşturulmuş, deney grubuna Çocuk Katılımlı Eğitim Programı uygulanmış, kontrol grubuna ise aynı etkinlik türlerini içeren ancak katılım süreçlerini barındırmayan etkinlikler uygulanmıştır. Araştırma için verilerin toplanması; deney ve kontrol gruplarının oluşturulması, çocuklara Demografik Bilgi Formu ve Okul Öncesi Öz Düzenleme Ölçeği’nin (OÖDÖ) öntest olarak uygulanması, Çocuk Katılımlı Eğitim Programı’nın uygulanması ve OÖDÖ’nin sontest olarak uygulanması şeklinde gerçekleştirilmiştir. Araştırmanın sonucunda, Çocuk Katılımlı Eğitim Programı’nın 60-72 aylık çocukların öz düzenleme becerilerinin gelişimi üzerinde anlamlı bir etkisinin olduğu görülmüştür.

References

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  • Atasoy, E. (2015). İnsan-Doğa Etkileşimi ve Çevre için Eğitim. İstanbul: Sentez Yayıncılık.
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  • Bayındır, D. ve Ural, O. (2016). Development of the self-regulation skills scale. International Online Journal of Educational Sciences, 8(4), 119-132.
  • Berk, L. E. (2013). Çocuk Gelişim. (B. Onur, Dü., ve A. Donmez, Çev.) Ankara: İmge Kitabevi.
  • Berndt, T. J. (1997). Child Development (Second B.). Dubuque: Brown & Benchmark Publishers.
  • Blair, C. (2002, Şubat). School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children’s Functioning at School Entry. American Psychologist, 57(2), 111-127.
  • Blair, C. ve Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 2(78), 647-663.
  • Bronson, M. B. (2000). Self Regulation in Early Childhood. New York: The Guilford Press.
  • Chawla, L. (2001). Evaluating children’s participation: seeking areas of consensus. PLA Notes, 42, 9–13.
  • Cohen, J. S. ve Mendez, J. L. (2009). Emotion regulation, language ability and the stability of preschool children's peer play behavior. Early Education and Development, 20(6), 1016-1037.
  • Cole, P. M., Martin, S. E. ve Dennis, T. A. (2004). Emotion regulation as a scientific construct: methodological challenges and directions for child development research. Child Development, 75, 317-333.
  • Collins, T. M. (2017). A child's right to participate: ımplications for international child protection. The International Journal of Human Rights, 21(1), 14-46. DOI: 10.1080/13642987.2016.1248122
  • Creative Commons. (2011, July). Participation Models - Citizens, Youth, Online: A chase through the maze. 09.28.2016 tarihinde https://www.nonformality.org/2012/11/participation-models/ adresinden alındı.
  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., ve Queenan, P. (2003). Preschool emotional competence: pathway to social competence? Child Development, 74, 238-256.
  • Dinsmore, D. L. ve Wilson, H. E. (2016). Student participation in assessment: does it influence self-regulation?. G.T.L. Brown ve L.R. Harris (Haz/Ed.). Handbook of human and social factors in assessment, 145-168. New York: Routledge
  • Dunphy, E. (2012). Children's participation rights in early childhood education and care: the case of early literacy learning and pedagogy. International Journal of Early Years Education, 20(3), 290-299.
  • Emilson, A. ve Johansson, E. (2009). The Desirable Toddler in Preschool: Values Communicated in Teacher and Child İnteractions. D. Berthelsen, J. Brownlee ve E. Johansson (Ed.). Participatory Learning in Early Years (s. 61-78). New York: Routledge.
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  • Erdoğan, O. (2011). Çocuk Hakları. İstanbul: Acar Basım.
  • Erol, A., İvrendi, A. (2018). 4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeğinin Geliştirilmesi (Anne Formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (PAU Journal of Education) 44, 178-195.
  • Ertürk-Kara, H. G. ve Gönen, M. (2015). Okul öncesi dönemdeki çocukların öz düzenleme becerisinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama. 11 (4), 1224-1239.
  • Fındık-Tanrıbuyurdu, E. (2012). Okul öncesi öz düzenleme ölçeği geçerlik ve güvenirlik çalışması. Yüksek lisans tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Flekkøy, M. G. ve Kaufman, N. H. (1997). The Participation Rights of the Child: Rights and Responsibilities in Family and Society. London: Jessica Kingsley Publishers.
  • Fonagy, P. ve Target, M. (2002). Early intervention and the development of self-regulation. Psychoanalytic Inquiry, 22, 307-335.
  • Guralnick, M. J. (1993). Developmentally appropriate practice in the assessment and intervention of Children's Peer Relations. Topics in Early Childhood Special Education, 13(3), 344–371.
  • Gürkan, T. ve Koran, N. (2014). 36-72 Aylık Çocuklar İçin Okul Öncesi Eğitim Programının Çocuğun Katılım Hakkına Yer Verme Durumu Açısından İncelenmesi. Journal of Teacher Education and Educators, 3(2), 203-226.
  • Hart, R. (1992). Children's Participation: from Tokenism to Citizenship. Innocenti Essays No. 4. İtaly: UNICEF, International Child Development Centre.
  • Hart, R. H. (2016). Çocukların Katılımı: Kuram ve Uygulamada Toplum Gelişimi ve Çevre Korumasında Genç Yurttaşları İçermek. (T. Ş. Kılınç, Çev.). Ankara: Nobel Yayıncılık. (2008).
  • Jones, H. L. (2010). Putting children at the centre: A pratical guide to children's participation. Londra: Save the Children.
  • Kamaraj, I. (2013). May 28th World Play Day Activities in Turkey since 2010. Procedia - Social and Behavioral Sciences, 106, 1809-1814.
  • Kangas, J. (2016). Enhancing children's participation in early childhood education through participatory pedagogy. Doktora Tezi, Helsinki Üniversitesi Davranış Bilimleri Fakültesi.
  • Kangas, J., Ojala, M. ve Venninen, T. (2015). Children’s Self- Regulation in the Context of Participatory Pedagogy in Early Childhood Education. Early Childhood and Development, 26, 847-870.
  • Kıyaker, S. (2017). 62-72 ay çocuklarının öz düzenleme becerisi üzerinde eğitici drama programının etkisinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Okan Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Kochanska, G., Katherine, C. C. ve Murray, K. T. (2001). The Development of Self-Regulation in the First Four Years of Life. Child Development, 72(4), 1091-1111.
  • Kopp, C. B. (1982). Antecedents of Self-Regulation: A Developmental Perspective. Developmental Psychology, 18(2), 199-214.
  • Lansdown, G. (2001). Promoting Children’s Participation in Democratic Decision Making. Italy: UNICEF Innocenti Insight.
  • Lundy, L. (2007). ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research, 33(6), 927–942.
  • Lyle, S., Hendley, D. ve Newcomb, J. (2010). Improved Learning by Taking Account of Learners' Perspectives. The Teaching and Learning Research Programme in Wales. Welsh Education Research Network.
  • Mallika, K. ve Gibbs, J. (2014). Participation: Why and How? K. Mallika (Ed.). Children's Right (0-8): Promoting Participation in Education and Care (s. 43-63). New York: Routledge.
  • Meyer, D. K. ve Turner, J. C. (2002). Using ınstructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37(1), 17-25.
  • Montroy, J. J., Bowles, R. P. ve Skibbe, L. E. (2016). The effect of peers' self-regulation on preschooler's self-regulation and literacy growth. Journal of Applied Developmental Psychology, 46, 73-83.
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An Analysis of the Effect of the Child Participatory Education Program on the Self-Regulation Ability of Children 60-72 Months Old

Year 2020, Volume: 51 Issue: 51, 1 - 17, 15.01.2020
https://doi.org/10.15285/maruaebd.559762

Abstract

The Child Participation Education Program has been prepared based on the children's right to participate, which is included in Article 12 of the United Nations Convention on the Rights of the Child. This program is grounded on the five participation levels embraced by Shier (2001) in the article Pathways to Participation: Openings, Opportunities and Obligations and consists of a total of 15 activities including two projects on the themes of nature and play. This study aims to reveal whether or not the self-regulation skills of children who participated in the Child Participation Education Program, which was prepared based on child participation, are more advanced than children who had not participated in the program. It uses the experimental design with pretests and posttests. The study group consists of a total of 28 children (14 in the experimental group, 14 in the control group) between 60-72 months old who are attending school in the 2016-2017 school year. The experimental and control groups have been formed by random assignment, with the Child Participation Education Program being applied to the experimental group and activities containing the same kind of activities without a participation process being applied to the control group. Data have been collected by forming experimental and control groups, applying a demographic information form and the Preschool Self-Regulation Scale to the children as a pretest, applying the Child Participation Education Program to the experimental group, and also applying the same scale as a posttest to all the children. As a result, the study has found the Child Participation Education Program to have an effect on the self-regulation skills of children 60-72 months of age.

References

  • Kaynaklar Akawi, R. L. (2011). An investigation into the relationship between self-regulation skills and academic readiness in head start children. Doktora tezi, New York State Universitesi, New York.
  • Aksoy, A. B. ve Tozduman-Yaralı, K. (2017). Çocukların öz düzenleme becerileri ile oyun becerilerinin cinsiyete göre incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 442-455.
  • Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Planning Association, 35 (4), 216-224.
  • Atasoy, E. (2015). İnsan-Doğa Etkileşimi ve Çevre için Eğitim. İstanbul: Sentez Yayıncılık.
  • Bath, C. (2009). Learning to Belong: Exploring young children’s participation at the start of school. Abingdon: Routledge.
  • Bayındır, D. ve Ural, O. (2016). Development of the self-regulation skills scale. International Online Journal of Educational Sciences, 8(4), 119-132.
  • Berk, L. E. (2013). Çocuk Gelişim. (B. Onur, Dü., ve A. Donmez, Çev.) Ankara: İmge Kitabevi.
  • Berndt, T. J. (1997). Child Development (Second B.). Dubuque: Brown & Benchmark Publishers.
  • Blair, C. (2002, Şubat). School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children’s Functioning at School Entry. American Psychologist, 57(2), 111-127.
  • Blair, C. ve Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 2(78), 647-663.
  • Bronson, M. B. (2000). Self Regulation in Early Childhood. New York: The Guilford Press.
  • Chawla, L. (2001). Evaluating children’s participation: seeking areas of consensus. PLA Notes, 42, 9–13.
  • Cohen, J. S. ve Mendez, J. L. (2009). Emotion regulation, language ability and the stability of preschool children's peer play behavior. Early Education and Development, 20(6), 1016-1037.
  • Cole, P. M., Martin, S. E. ve Dennis, T. A. (2004). Emotion regulation as a scientific construct: methodological challenges and directions for child development research. Child Development, 75, 317-333.
  • Collins, T. M. (2017). A child's right to participate: ımplications for international child protection. The International Journal of Human Rights, 21(1), 14-46. DOI: 10.1080/13642987.2016.1248122
  • Creative Commons. (2011, July). Participation Models - Citizens, Youth, Online: A chase through the maze. 09.28.2016 tarihinde https://www.nonformality.org/2012/11/participation-models/ adresinden alındı.
  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., ve Queenan, P. (2003). Preschool emotional competence: pathway to social competence? Child Development, 74, 238-256.
  • Dinsmore, D. L. ve Wilson, H. E. (2016). Student participation in assessment: does it influence self-regulation?. G.T.L. Brown ve L.R. Harris (Haz/Ed.). Handbook of human and social factors in assessment, 145-168. New York: Routledge
  • Dunphy, E. (2012). Children's participation rights in early childhood education and care: the case of early literacy learning and pedagogy. International Journal of Early Years Education, 20(3), 290-299.
  • Emilson, A. ve Johansson, E. (2009). The Desirable Toddler in Preschool: Values Communicated in Teacher and Child İnteractions. D. Berthelsen, J. Brownlee ve E. Johansson (Ed.). Participatory Learning in Early Years (s. 61-78). New York: Routledge.
  • Erbay, E. (2016). Çocuk Katılımı. Ankara: Nobel Akademik Yayıncılık.
  • Erdoğan, O. (2011). Çocuk Hakları. İstanbul: Acar Basım.
  • Erol, A., İvrendi, A. (2018). 4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeğinin Geliştirilmesi (Anne Formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (PAU Journal of Education) 44, 178-195.
  • Ertürk-Kara, H. G. ve Gönen, M. (2015). Okul öncesi dönemdeki çocukların öz düzenleme becerisinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama. 11 (4), 1224-1239.
  • Fındık-Tanrıbuyurdu, E. (2012). Okul öncesi öz düzenleme ölçeği geçerlik ve güvenirlik çalışması. Yüksek lisans tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Flekkøy, M. G. ve Kaufman, N. H. (1997). The Participation Rights of the Child: Rights and Responsibilities in Family and Society. London: Jessica Kingsley Publishers.
  • Fonagy, P. ve Target, M. (2002). Early intervention and the development of self-regulation. Psychoanalytic Inquiry, 22, 307-335.
  • Guralnick, M. J. (1993). Developmentally appropriate practice in the assessment and intervention of Children's Peer Relations. Topics in Early Childhood Special Education, 13(3), 344–371.
  • Gürkan, T. ve Koran, N. (2014). 36-72 Aylık Çocuklar İçin Okul Öncesi Eğitim Programının Çocuğun Katılım Hakkına Yer Verme Durumu Açısından İncelenmesi. Journal of Teacher Education and Educators, 3(2), 203-226.
  • Hart, R. (1992). Children's Participation: from Tokenism to Citizenship. Innocenti Essays No. 4. İtaly: UNICEF, International Child Development Centre.
  • Hart, R. H. (2016). Çocukların Katılımı: Kuram ve Uygulamada Toplum Gelişimi ve Çevre Korumasında Genç Yurttaşları İçermek. (T. Ş. Kılınç, Çev.). Ankara: Nobel Yayıncılık. (2008).
  • Jones, H. L. (2010). Putting children at the centre: A pratical guide to children's participation. Londra: Save the Children.
  • Kamaraj, I. (2013). May 28th World Play Day Activities in Turkey since 2010. Procedia - Social and Behavioral Sciences, 106, 1809-1814.
  • Kangas, J. (2016). Enhancing children's participation in early childhood education through participatory pedagogy. Doktora Tezi, Helsinki Üniversitesi Davranış Bilimleri Fakültesi.
  • Kangas, J., Ojala, M. ve Venninen, T. (2015). Children’s Self- Regulation in the Context of Participatory Pedagogy in Early Childhood Education. Early Childhood and Development, 26, 847-870.
  • Kıyaker, S. (2017). 62-72 ay çocuklarının öz düzenleme becerisi üzerinde eğitici drama programının etkisinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Okan Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Kochanska, G., Katherine, C. C. ve Murray, K. T. (2001). The Development of Self-Regulation in the First Four Years of Life. Child Development, 72(4), 1091-1111.
  • Kopp, C. B. (1982). Antecedents of Self-Regulation: A Developmental Perspective. Developmental Psychology, 18(2), 199-214.
  • Lansdown, G. (2001). Promoting Children’s Participation in Democratic Decision Making. Italy: UNICEF Innocenti Insight.
  • Lundy, L. (2007). ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research, 33(6), 927–942.
  • Lyle, S., Hendley, D. ve Newcomb, J. (2010). Improved Learning by Taking Account of Learners' Perspectives. The Teaching and Learning Research Programme in Wales. Welsh Education Research Network.
  • Mallika, K. ve Gibbs, J. (2014). Participation: Why and How? K. Mallika (Ed.). Children's Right (0-8): Promoting Participation in Education and Care (s. 43-63). New York: Routledge.
  • Meyer, D. K. ve Turner, J. C. (2002). Using ınstructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37(1), 17-25.
  • Montroy, J. J., Bowles, R. P. ve Skibbe, L. E. (2016). The effect of peers' self-regulation on preschooler's self-regulation and literacy growth. Journal of Applied Developmental Psychology, 46, 73-83.
  • NGBB. (2017). Nezahat Gökyiğit Botanik Bahçesi Doğa Şenliği. 07 21, 2017 tarihinde Nezahat Gökyiğit Botanik Bahçesi: http://www.ngbb.org.tr/tr/egitim/çocuklar-için/rehberli-egitimler/projeler/doga-şenliği.html adresinden alındı
  • Paris, S. G. ve Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
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There are 70 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Büşra Çelik 0000-0002-4954-7352

İşık Kamaraj 0000-0001-8437-8358

Publication Date January 15, 2020
Acceptance Date January 15, 2020
Published in Issue Year 2020 Volume: 51 Issue: 51

Cite

APA Çelik, B., & Kamaraj, İ. (2020). 60-72 Aylık Çocukların Öz Düzenleme Becerisi Üzerinde Çocuk Katılımlı Eğitim Programının Etkisinin İncelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 51(51), 1-17. https://doi.org/10.15285/maruaebd.559762