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Çocukluk Dönemi Yürütücü İşlev Envanteri-Ebeveyn Formu'nun 48-72 Aylık Çocuklara Uyarlanması ve Bazı Değişkenler Açısından Yordanma Gücünün İncelenmesi

Year 2021, Volume: 17 Issue: 35, 2052 - 2081, 31.03.2021
https://doi.org/10.26466/opus.832602

Abstract

Bu çalışmanın amacı, 48-72 aylık çocukların çocukluk dönemi yürütücü işlev becerilerinin ebeveyn değerlendirmesine dayalı olarak bazı değişkenler açısından yordanma gücünün incelenmesidir. Çalışmanın örneklemini, geçerlik-güvenilirlik çalışması için 48-72 aylık dönemde çocuğu olan 340 ebeveyn, değişkenler açısından yordanma gücü için ise 349 ebeveyn oluşturmaktadır. Çalışmada veri toplamak için, Kişisel Bilgi Formu ve Çocukluk Dönemi Yürütücü İşlevler Envanteri- Ebeveyn Formu (ÇDYİE) kullanılmıştır. Çocukluk Dönemi Yürütücü İşlevler Envanteri (ÇDYİE) araştırmacı tarafından 48-72 aylık çocuklar için geçerlik-güvenilirlik analizleri yapılarak, çalışmada veri toplama aracı olarak kullanılmıştır. Yapısal eşitlik modeline göre geçerli olduğu kanısına varılan ölçeğin, tüm maddeleri için hesaplanan toplam güvenirlik katsayısı (Cronbach alpha) .88 olarak bulunmuştur. Ölçme aracının geçerli ve güvenilir olduğunun tespit edilmesinin ardından ölçeğin değişkenlere göre değerlendirilmesi sürecine geçilmiştir. Çalışmanın sonunda, çalışmaya katılan ebeveynlerin çocuklarının çocukluk dönemi yürütücü işlevler envanterine göre çocukların doğum sırasına göre anlamlı bir farklılığın olduğu sonucuna ulaşılmıştır. Bu farklılık çalışma belleği boyutunda ilk çocuk ile ortanca ve son çocuk arasında, ilk çocuk lehine anlamlı olduğu saptanmıştır (p<.01). Önleyici Kontrol boyutunda ise ortanca çocuk ile son çocuk arasında ortanca çocuk lehine anlamlı düzeyde bir farklılaşmasının olduğu görülmüştür (p<.01). Yürütücü işlev becerilerinin toplamında ise ilk çocuk ile son çocuk arasında ilk çocuk lehine anlamlı düzeyde bir farklılığın olduğu belirlenmiştir (p<.01). Ancak çalışma belleği ve önleyici kontrol becerilerinde cinsiyet, yaş ve kardeş sayısı değişkenlerine göre bir farklılık olmadığı tespit edilmiştir. Buna göre; okul öncesi öğretmenlerinin çocukların çalışma belleği ve önleyici kontrol becerilerini geliştirmeye ve desteklemeye yönelik sınıf stratejilerini kullanabilmeleri için hizmet içi eğitimler aracılığıyla yetiştirilmesi ve çocukların bu performanslarını artırmayı amaçlayan okul öncesi eğitim programları hazırlanarak uygulanması önerilmiştir.

References

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  • Anderson, G., (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82.
  • Ardila, A., ve Surloff, C. (2004). Dysexecutive syndromes. Medlink Neurology: San Diego: Arbor Publishing Co.
  • Baddeley, A. (2006). Working memory: An overview Working memory and education içinde (p. 1-31). Elsevier.
  • Baddeley, A. (2012). Working memory: theories, models, and controversies. Annual review of psychology, 63, 1-29.
  • Baddeley, A. D., ve Hitch, G. (1974). Working memory.Psychology of learning and motivation içinde (Cilt. 8, s. 47-89). Elsevier.
  • Baddeley, A., Cocchini, G., Della Sala, S., Logie, R. H., ve Spinnler, H. (1999). Working memory and vigilance: Evidence from normal aging and Alzheimer's disease. Brain and cognition, 41(1), 87-108.
  • Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65.
  • Balota, D. A., ve Hambrick, D. Z. (2010). The relationship between working memory capacity and executive functioning: evidence for a common executive attention construct. Neuropsychology, 24(2), 222.
  • Baron, I. S. (2003). Neuropsychological evaluation of the child. Oxford University Press.
  • Blasiman, R. N., ve Was, C. A. (2018). Why is working memory performance unstable? A review of 21 factors. Europe's journal of psychology, 14(1), 188.
  • Brocki, K. C., ve Tillman, C. (2014). Mental set shifting in childhood: the role of working memory and inhibitory control. Infant and Child Development, 23(6), 588-604.
  • Brown, W., Odom, S., McConnell, S., ve Rathel, J. (2008). Peer interaction interventions for preschool children with developmental difficulties. Social competence of young children: Risk, disability, and intervention, 2, 141-163.
  • Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
  • Camerota, M., Willoughby, M. T., Kuhn, L. J., ve Blair, C. B. (2018). The Childhood Executive Functioning Inventory (CHEXI): Factor structure, measurement invariance, and correlates in US preschoolers. Child Neuropsychology, 24(3), 322-337.
  • Carlson, S. M., ve Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72(4), 1032-1053.
  • Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education & Development, 23(1), 24-36.
  • Catale, C., Lejeune, C., Merbah, S., ve Meulemans, T. (2013). French adaptation of the Childhood Executive Functioning Inventory (CHEXI): Confirmatory factor analysis in a sample of young French-speaking Belgian children. European Journal of Psychological Assessment, 29(2), 149.
  • Christoff, K., Ream, J. M., Geddes, L., ve Gabrieli, J. D. (2003). Evaluating self-generated information: anterior prefrontal contributions to human cognition. Behavioral neuroscience, 117(6), 1161.
  • Cooper-Kahn, J., ve Foster, M. (2013). Boosting executive skills in the classroom: A practical guide for educators: John Wiley & Sons.
  • Corcoran, R. P., ve O'Flaherty, J. (2017). Executive function during teacher preparation. Teaching and Teacher Education, 63, 168-175.
  • Dehn, M. (2008). Working memory and academic learning: Assessment and intervention. Hoboken, NJ: John Wiley and Sons.
  • Dehn, M. (2010). Long-term memory problems in children and adolescens: Ssessment, intervention and effective instruction. Hoboken, NJ: John Wiley and Sons.
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  • Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
  • Diamond, A., ve Goldman-Rakic, P. S. (1989). Comparison of human infants and rhesus monkeys on Piaget's AB task: evidence for dependence on dorsolateral prefrontal cortex. Experimental Brain Research, 74(1), 24- 40.
  • Doğan, M. (2011). Çocuklarda çalışma belleği, akademik öğrenme ve öğrenme yetersizlikleri. Türk Psikoloji Yazıları, 14(27), 48-65.
  • Ertuğrul, Z. (2011). Zihin kuramı, dil ve çalışma belleği arasındaki gelişimsel bağlantılar. Yüksek lisans tezi, İstanbul Üniversitesi.
  • Garon, N., Bryson, S. E., ve Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134(1), 31.
  • Gathercole, S. E., Pickering, S. J., Ambridge, B., ve Wearing, H. (2004a). The structure of working memory from 4 to 15 years of age. Developmental psychology, 40(2), 177.
  • Gathercole, S. E., Pickering, S. J., Knight, C., ve Stegmann, Z. (2004b). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1-16.
  • Gathercole, S.E. ve Dunning, D. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), 9-15.
  • Goldstein, S., Naglieri, J. A., Princiotta, D., ve Otero, T. M. (2014). Introduction: A history of executive functioning as a theoretical and clinical construct Handbook of executive functioning (pp. 3-12): Springer.
  • Groen, L. (2015). De invloed van gezinsfactoren op de ontwikkeling van executieve functies bij kinderen in de bovenbouw van het basisonderwijs. Master's thesis. Education and Child Studies.
  • Hamamcı, B. (2020). Okul öncesi dönem çocuklarının yürütücü işlev becerilerinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi.
  • Harris, K. I. (2016). Supporting executive function skills in early childhood: Using a peer buddy approach for community, confidence, and citizenship. Journal of Education and Training, 3(1), 158-175.
  • Holmgren, S., Molander, B., ve Nilsson, L. (2008). Episodic memory in adult age and effects of sibship size. Journal of Adult Development, 14(37), 37-46.
  • Huizinga, M., Dolan, C. V., ve van der Molen, M. W. (2006). Age related change in executive function: developmental trends and a latent variables analysis. Neuropsychologia, 44, 2017-2036.
  • İvrendi, A. (2020). Okula hazır bulunuşluk ve yürütücü işlev performansları arasındaki ilişki. Erken Çocukluk Çalışmaları Dergisi, 4(2), 66-87.
  • Joyner, K. B., Silver, C. H., ve Stavinoha, P. L. (2009). Relationship between parenting stress and ratings of executive functioning in children with ADHD. Journal of Psychoeducational Assessment, 27, 452–464.
  • Kayhan, E. (2010). A validation study for the childhood executive functioning inventory: Behavioral correlates of executive functioning. Yayımlanmamış yüksek lisans tezi. Boğaziçi Üniversitesi.
  • Lehto, J., Juujarvi, P., Kooistra, L., ve Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59-80.
  • Logan, G. D., Schachar, R. J., ve Tannock, R. (1997). Impulsivity and inhibitory control. Psychological Science, 8(1), 60-64.
  • McCabe, D. P., Roediger III, H. L., McDaniel, M. McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., ve Morrison, F. J. (2007a). Links between behavioral regulation and preschoolers' literacy, vocabulary,and math skills. Developmental psychology, 43(4), 947.
  • Meltzer, L. (2010). Promoting executive function in the classroom: Guilford Press.
  • Meltzer, L. (2018). Executive function in education: From theory to practice: Guilford Publications.
  • Öğütcen, A. (2020). Okul öncesi dönem çocuklarının yürütücü işlev becerileri ve geometrik şekil algılarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi.
  • Pennington ve Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37(1), 51-87.
  • Sağlam, C. (2020). Okul öncesi dönemde çalışma belleği ve erkenokuryazarlık becerilerinin incelenmesi. Yayınlanmamış doktora tezi. Karabük Üniversitesi.
  • Silver, C. H. (2014). Sources of data about children’s executive functioning: Review and commentary. Child Neuropsychology, 20, 1–13.
  • St. Clair-Thompson, H. L., ve Gathercole, S. E. (2006). Executive functions and achievements on national curriculum tests: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 745-759.
  • Storbeck, J., ve Maswood, R. (2016). Happiness increases verbal and spatial working memory capacity where sadness does not: emotion, working memory and executive control. Cognition and Emotion, 30(5), 925-938.
  • Swanson, R. A. (2001). Human resource development and its underlying theory. Human Resource Development International, 4(3), 299-312.
  • Thorell, L. B. ve Nyberg, L. (2008). The childhood executive functioning ınventory (CHEXI): A new rating instrument for parents and teachers. Developmental Neuropsychology, 33(4), 536-552.
  • Thorell, L. B., ve Catale, C. (2014). The assessment of executive functioning using the Childhood Executive Functioning Inventory (CHEXI) Handbook of executive functioning (pp. 359-366): Springer.
  • Tuncer, N. (2018). Okul öncesi çocuklarının yürütücü işlevlerinin gelişimini desteklemeye yönelik öğretmen eğitim programının etkililiğinin incelenmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi.
  • Tuncer, N. (2019). Okul öncesi öğretmenlerinin çocukların yürütücü işlevlerini destekleyen stratejileri kullanma yeterlilikleri ölçeğinin geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (52), 212- 236.
  • Vitiello, V. E., ve Greenfield, D. B. (2017). Executive functions and approaches to learning in predicting school readiness. Journal of Applied Developmental Psychology, 53, 1-9.
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The Adaptation of the Parents’ Form of the Childhood Executive Functioning Inventory for 48-72 Month Children and the Analysis of Its Predictive Power in Terms of Some Variables

Year 2021, Volume: 17 Issue: 35, 2052 - 2081, 31.03.2021
https://doi.org/10.26466/opus.832602

Abstract

The aim of the study is to analyze the childhood executive functions of 48-72 month children on the basis of the parents’ assessments in terms of some variables. The sample of the study consists of 340 parents for the validity-reliability study and of 349 parents for the predictive power of the variables.Also, Personal Information Form and Childhood Executive Functioning Inventory (CHEXI) were used for the data collection. The Childhood Executive Functioning Inventory (CHEXI) was used by the researcher as a tool to collect data after its validity-reliability for the 48-72 month children was analyzed. The total reliability coefficient (Cronbach alpha) for all the items in the scale, which was seen to be valid according to the structural equatation model, was found to be .88. After the confirmation of the validity and reliability of the assessment instrument, the evaluation of the scale according to the variables was begun. At the end of the study, it is found out that there is a significant difference depending on the birth order of the children. This difference, between the firstborns, middles and lastborns, is seen to be significant in favour of the firstborns in the working memory (p<.01). As for the inhibitory control dimension, it is seen that there is a significant difference between the middles and lastborns in favour of the middles (p<.01). In the total of the executive function skills, it is concluded that there is a significant difference between the firstborns and lastborns in favour of the firstborns (p<.01). On the other hand, in the working memory and inhibitory control skills, it is found out that there is not a significant difference in terms of the variables: gender, age and the number of siblings. As a result, it is suggested the preschool teachers be trained through inservice trainings so that they can use classroom strategies to develop and support children’s working memory and inhibitory control skills, and the preschool training programmes which aim to increase these performances be prepared and implemented.

References

  • Alloway, T. P., ve Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of experimental childpsychology, 106(1), 20-29.
  • Anderson, G., (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82.
  • Ardila, A., ve Surloff, C. (2004). Dysexecutive syndromes. Medlink Neurology: San Diego: Arbor Publishing Co.
  • Baddeley, A. (2006). Working memory: An overview Working memory and education içinde (p. 1-31). Elsevier.
  • Baddeley, A. (2012). Working memory: theories, models, and controversies. Annual review of psychology, 63, 1-29.
  • Baddeley, A. D., ve Hitch, G. (1974). Working memory.Psychology of learning and motivation içinde (Cilt. 8, s. 47-89). Elsevier.
  • Baddeley, A., Cocchini, G., Della Sala, S., Logie, R. H., ve Spinnler, H. (1999). Working memory and vigilance: Evidence from normal aging and Alzheimer's disease. Brain and cognition, 41(1), 87-108.
  • Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65.
  • Balota, D. A., ve Hambrick, D. Z. (2010). The relationship between working memory capacity and executive functioning: evidence for a common executive attention construct. Neuropsychology, 24(2), 222.
  • Baron, I. S. (2003). Neuropsychological evaluation of the child. Oxford University Press.
  • Blasiman, R. N., ve Was, C. A. (2018). Why is working memory performance unstable? A review of 21 factors. Europe's journal of psychology, 14(1), 188.
  • Brocki, K. C., ve Tillman, C. (2014). Mental set shifting in childhood: the role of working memory and inhibitory control. Infant and Child Development, 23(6), 588-604.
  • Brown, W., Odom, S., McConnell, S., ve Rathel, J. (2008). Peer interaction interventions for preschool children with developmental difficulties. Social competence of young children: Risk, disability, and intervention, 2, 141-163.
  • Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
  • Camerota, M., Willoughby, M. T., Kuhn, L. J., ve Blair, C. B. (2018). The Childhood Executive Functioning Inventory (CHEXI): Factor structure, measurement invariance, and correlates in US preschoolers. Child Neuropsychology, 24(3), 322-337.
  • Carlson, S. M., ve Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72(4), 1032-1053.
  • Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education & Development, 23(1), 24-36.
  • Catale, C., Lejeune, C., Merbah, S., ve Meulemans, T. (2013). French adaptation of the Childhood Executive Functioning Inventory (CHEXI): Confirmatory factor analysis in a sample of young French-speaking Belgian children. European Journal of Psychological Assessment, 29(2), 149.
  • Christoff, K., Ream, J. M., Geddes, L., ve Gabrieli, J. D. (2003). Evaluating self-generated information: anterior prefrontal contributions to human cognition. Behavioral neuroscience, 117(6), 1161.
  • Cooper-Kahn, J., ve Foster, M. (2013). Boosting executive skills in the classroom: A practical guide for educators: John Wiley & Sons.
  • Corcoran, R. P., ve O'Flaherty, J. (2017). Executive function during teacher preparation. Teaching and Teacher Education, 63, 168-175.
  • Dehn, M. (2008). Working memory and academic learning: Assessment and intervention. Hoboken, NJ: John Wiley and Sons.
  • Dehn, M. (2010). Long-term memory problems in children and adolescens: Ssessment, intervention and effective instruction. Hoboken, NJ: John Wiley and Sons.
  • Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. Principles of frontal lobe function, 466-503.
  • Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
  • Diamond, A., ve Goldman-Rakic, P. S. (1989). Comparison of human infants and rhesus monkeys on Piaget's AB task: evidence for dependence on dorsolateral prefrontal cortex. Experimental Brain Research, 74(1), 24- 40.
  • Doğan, M. (2011). Çocuklarda çalışma belleği, akademik öğrenme ve öğrenme yetersizlikleri. Türk Psikoloji Yazıları, 14(27), 48-65.
  • Ertuğrul, Z. (2011). Zihin kuramı, dil ve çalışma belleği arasındaki gelişimsel bağlantılar. Yüksek lisans tezi, İstanbul Üniversitesi.
  • Garon, N., Bryson, S. E., ve Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134(1), 31.
  • Gathercole, S. E., Pickering, S. J., Ambridge, B., ve Wearing, H. (2004a). The structure of working memory from 4 to 15 years of age. Developmental psychology, 40(2), 177.
  • Gathercole, S. E., Pickering, S. J., Knight, C., ve Stegmann, Z. (2004b). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18(1), 1-16.
  • Gathercole, S.E. ve Dunning, D. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), 9-15.
  • Goldstein, S., Naglieri, J. A., Princiotta, D., ve Otero, T. M. (2014). Introduction: A history of executive functioning as a theoretical and clinical construct Handbook of executive functioning (pp. 3-12): Springer.
  • Groen, L. (2015). De invloed van gezinsfactoren op de ontwikkeling van executieve functies bij kinderen in de bovenbouw van het basisonderwijs. Master's thesis. Education and Child Studies.
  • Hamamcı, B. (2020). Okul öncesi dönem çocuklarının yürütücü işlev becerilerinin değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi.
  • Harris, K. I. (2016). Supporting executive function skills in early childhood: Using a peer buddy approach for community, confidence, and citizenship. Journal of Education and Training, 3(1), 158-175.
  • Holmgren, S., Molander, B., ve Nilsson, L. (2008). Episodic memory in adult age and effects of sibship size. Journal of Adult Development, 14(37), 37-46.
  • Huizinga, M., Dolan, C. V., ve van der Molen, M. W. (2006). Age related change in executive function: developmental trends and a latent variables analysis. Neuropsychologia, 44, 2017-2036.
  • İvrendi, A. (2020). Okula hazır bulunuşluk ve yürütücü işlev performansları arasındaki ilişki. Erken Çocukluk Çalışmaları Dergisi, 4(2), 66-87.
  • Joyner, K. B., Silver, C. H., ve Stavinoha, P. L. (2009). Relationship between parenting stress and ratings of executive functioning in children with ADHD. Journal of Psychoeducational Assessment, 27, 452–464.
  • Kayhan, E. (2010). A validation study for the childhood executive functioning inventory: Behavioral correlates of executive functioning. Yayımlanmamış yüksek lisans tezi. Boğaziçi Üniversitesi.
  • Lehto, J., Juujarvi, P., Kooistra, L., ve Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59-80.
  • Logan, G. D., Schachar, R. J., ve Tannock, R. (1997). Impulsivity and inhibitory control. Psychological Science, 8(1), 60-64.
  • McCabe, D. P., Roediger III, H. L., McDaniel, M. McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., ve Morrison, F. J. (2007a). Links between behavioral regulation and preschoolers' literacy, vocabulary,and math skills. Developmental psychology, 43(4), 947.
  • Meltzer, L. (2010). Promoting executive function in the classroom: Guilford Press.
  • Meltzer, L. (2018). Executive function in education: From theory to practice: Guilford Publications.
  • Öğütcen, A. (2020). Okul öncesi dönem çocuklarının yürütücü işlev becerileri ve geometrik şekil algılarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi.
  • Pennington ve Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37(1), 51-87.
  • Sağlam, C. (2020). Okul öncesi dönemde çalışma belleği ve erkenokuryazarlık becerilerinin incelenmesi. Yayınlanmamış doktora tezi. Karabük Üniversitesi.
  • Silver, C. H. (2014). Sources of data about children’s executive functioning: Review and commentary. Child Neuropsychology, 20, 1–13.
  • St. Clair-Thompson, H. L., ve Gathercole, S. E. (2006). Executive functions and achievements on national curriculum tests: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 745-759.
  • Storbeck, J., ve Maswood, R. (2016). Happiness increases verbal and spatial working memory capacity where sadness does not: emotion, working memory and executive control. Cognition and Emotion, 30(5), 925-938.
  • Swanson, R. A. (2001). Human resource development and its underlying theory. Human Resource Development International, 4(3), 299-312.
  • Thorell, L. B. ve Nyberg, L. (2008). The childhood executive functioning ınventory (CHEXI): A new rating instrument for parents and teachers. Developmental Neuropsychology, 33(4), 536-552.
  • Thorell, L. B., ve Catale, C. (2014). The assessment of executive functioning using the Childhood Executive Functioning Inventory (CHEXI) Handbook of executive functioning (pp. 359-366): Springer.
  • Tuncer, N. (2018). Okul öncesi çocuklarının yürütücü işlevlerinin gelişimini desteklemeye yönelik öğretmen eğitim programının etkililiğinin incelenmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi.
  • Tuncer, N. (2019). Okul öncesi öğretmenlerinin çocukların yürütücü işlevlerini destekleyen stratejileri kullanma yeterlilikleri ölçeğinin geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (52), 212- 236.
  • Vitiello, V. E., ve Greenfield, D. B. (2017). Executive functions and approaches to learning in predicting school readiness. Journal of Applied Developmental Psychology, 53, 1-9.
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There are 61 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Nuran Tuncer 0000-0002-8748-5084

Publication Date March 31, 2021
Acceptance Date February 10, 2021
Published in Issue Year 2021 Volume: 17 Issue: 35

Cite

APA Tuncer, N. (2021). Çocukluk Dönemi Yürütücü İşlev Envanteri-Ebeveyn Formu’nun 48-72 Aylık Çocuklara Uyarlanması ve Bazı Değişkenler Açısından Yordanma Gücünün İncelenmesi. OPUS International Journal of Society Researches, 17(35), 2052-2081. https://doi.org/10.26466/opus.832602