The Examination of Relationship Between Behavioral Regulation with Phonological Awareness, Matching Images and Pre-Writing Skills in Preschool Children

Year 2019, , 107 - 128, 15.04.2019

Elif Yalçıntaş Sezgin , Leyla Ulus , İbrahim Şahin

https://doi.org/10.19126/suje.463610

Cited By: 5

Abstract

Behavior
regulation skills are associated with early academic skills in pre-school
children in the studies. In addition to this, limited number of studies has
been shown relations between behavioral regulation skills and early literacy
skills; phonological awareness, matching images and pre-writing skills. The
study aims at assessing the relation between phonological awareness, matching
images and pre-writing skills which are early literacy skills and behavior
regulation skills in preschool children with regard to age, gender, period of
attending school, number of siblings.144 pre-school children, 68 of whom are
girls and 76 boys, participated from Bursa central districts in the research.
Results show that behavior regulation skills are associated with phonological
awareness and pre-writing skills. When age increases, phonological awareness
scores and matching images scores increase; according to number of siblings,
there is a statistically significant difference pre-writing skills scores;
period of attending school does not affect phonological awareness scores,
matching images scores and pre-writing skills; there is a statistically
significant  difference between
pre-writing scores by gender; the difference shows that girls’ pre-writing
scores are higher than the boys’ pre-writing scores.

Keywords

Early literacy skills, phonological awareness, matching images, pre-writing skills, behavior regulation

4- 6 yaş çocuklarının Davranış Düzenleme Becerileri ile Ses Bilgisel Farkındalık, Görsel Eşleştirme ve Yazı Yazma Öncesi Becerileri Arasındaki İlişkinin İncelenmesi

Abstract

Çalışmalarda, davranış düzenleme becerilerinin okul öncesi çocuklarda
erken akademik becerilerle ilişkilendirilmektedir. Buna ek olarak, sınırlı
sayıda çalışmada davranış düzenleme becerilerinin erken okuryazarlık becerilerden;
ses bilgisel farkındalık, görsel eşleştirme ve yazı yazma öncesi becerileriyle
ilişkisi gösterilmiştir. Bu çalışmada, okul öncesi dönemdeki çocuklarda erken
okuma yazma becerilerinden ses bilgisel farkındalık, görsel eşleştirme ve yazı
yazma öncesi becerileri ile davranış düzenleme becerileri arasındaki ilişki
yaş, cinsiyet, okula devam etme süresi, kardeş sayıları bakımından incelenmesi
amaçlanmıştır. Bursa merkez ilçelerinden 144 okul öncesi dönemdeki çocuk, (68’i
kız ve 76’sı erkek olmak üzere) araştırmaya katılmıştır. Sonuçlar, davranış
düzenleme becerilerinin, ses bilgisel farkındalık ve yazı yazma öncesi
becerilerle ilişkili olduğunu göstermektedir. Yaş arttıkça ses bilgisel  farkındalık puanının ve görsel eşleştirme
puanının arttığı, yazı yazma öncesi becerilerinde, kardeş sayılarına göre
istatistiksel olarak anlamlı bir fark olduğu, okula devam etme süresinin ses
bilgisel farkındalığı, görsel eşleştirme ve yazı yazma öncesi becerilerine etki
etmediği, yazı yazma öncesi becerileri için cinsiyetler arasında istatistiksel
olarak anlamlı farklılık olduğu, bu farkın kız çocuklarının yazı yazma öncesi
becerilerinin erkek çocuklara göre daha yüksek olduğunu göstermektedir.

Keywords

Erken okuma yazma becerileri, ses bilgisel farkındalık, görsel eşleştirme, yazı yazma öncesi beceriler

References

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