Promoting Children’s Self-Regulation and Early Numeracy Skills through an Intervention Program

Year 2025, Issue: 64, 92 - 122, 19.05.2025

Asiye İvrendi , Abdullah Atan , Ahmet Erol

https://doi.org/10.9779/pauefd.1426282

Abstract

This study investigated the effect of the Red Light, Purple Light Self-Regulation Intervention Program on children's behavioral self-regulation and early numeracy skills. A quasi-experimental design with a control group, comparing pretest and posttest scores, was used to assess the effectiveness of the program. The participants were 138 children (74 participants in the intervention group and 64 participants in the control group) enrolled in a public preschool and kindergarten in Türkiye. The data were collected using the Heads, Toes, Knees, and Shoulders and Early Numeracy Assessment for 48-60 Month-Old-Children scales. The data obtained were analyzed using Mann-Whitney-U and Wilcoxon signed-rank tests. The results showed a statistically significant difference between the children's pretest and posttest self-regulation and early numeracy scores in the intervention and control group, except for the control group's scores in a subscale of the early numeracy scale (Identify Number-Draw Circles). The children in both groups showed progress in these skills. However, the magnitude of the change in the posttest scores between the intervention and control groups revealed that the children's self-regulation and early numeracy skills in the intervention group were significantly higher than those of the control group. In sum, the findings point to the effectiveness of the Red Light, Purple Light Program on the self-regulation and early numeracy skills of Turkish children.

Keywords

Self-regulation intervention , Early numeracy , Teacher training , Early childhood

Ethical Statement

Bu çalışma Pamukkale Üniversitesi Bilimsel Araştırma Yayın ve Etik Kurulu’nun 16/09/2020 tarihli 93803232-622.02 sayılı kararı ile alınan izinle yürütülmüştür.

Müdahale Programı Yoluyla Çocukların Öz-Düzenleme ve Erken Sayı Becerilerinin Desteklenmesi

Abstract

Bu çalışmada, Kırmızı Işık, Mor Işık (The Red Light, Purple Light) Öz-Düzenleme Müdahale Programının çocukların davranışsal öz-düzenleme ve erken sayı becerileri üzerindeki etkisi incelenmiştir. Ön ve son test puanlarını karşılaştıran kontrol gruplu yarı deneysel desenin kullanıldığı bu çalışmanın katılımcıları, resmi anaokulları ve anasınıflarına devam eden 138 çocuktan (müdahale grubu 74 ve kontrol grubu 64) oluşmaktadır. Araştırmada veriler, Baş, Ayak Parmakları, Dizler ve Omuzlar ve 48-60 aylık çocuklar için Erken Sayı Değerlendirme ölçekleri ile toplanmıştır. Elde edilen veriler, Mann-Whitney-U ve Wilcoxon işaretli sıralar testi ile çözümlenmiştir. Bulgular, kontrol grubunun Erken Sayı Değerlendirme Ölçeğinin alt boyutlarından biri olan sayı tanıma-daire çizme puanları hariç, müdahale ve kontrol grubu çocuklarının öz-düzenleme ve erken sayı beceri puanları ön ve son test ölçümleri arasında istatistiksel olarak anlamlı bir fark olduğunu göstermektedir. Tüm gruplardaki çocukların bu becerilerde gelişme gösterdiği belirlenmiştir. Ancak, müdahale ve kontrol grupları arasında son test puanlarındaki değişim incelendiğinde, müdahale grubundaki çocukların davranışsal öz-düzenleme ve erken sayı becerileri puanlarının kontrol grubundaki çocuklara göre anlamlı düzeyde daha yüksek olduğu saptanmıştır. Bulgular, Kırmızı Işık, Mor Işık programının Türk çocukları üzerindeki etkililiğine işaret etmektedir

Keywords

Öz-düzenleme müdahalesi , Erken sayı becerileri , Öğretmen eğitimi , Erken çocukluk

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