Investigation of Thinking Styles of Preschool Children

Abstract

The study was conducted to examine the thinking skills of preschool children according to various variables. The survey model, which is one of the quantitative research methods, was used in the research. A total of 146 children constituted the study group. In the research, the “Thinking Scale for Children in Early Childhood (60-72 Months)” was used as a data collection tool to measure children's thinking skills, and a personal information form containing information about children's and parents' demographic characteristics was used. A data analysis program was used to analyze the data obtained in the study. In the analysis of the data, t-test, one-way analysis of variance (ANOVA) and Tukey-B multiple comparison test was used for intergroup differences. No significant difference was found in all sub-dimensions of the thinking towards children scale according to gender variable. According to the mother's level of education, there was a significant difference in the analogy, classification, following instructions and knowledge sub-dimensions of the thinking towards children scale, but no significant differences were found in the other sub-dimensions. While there was a significant difference in the analogy, classification, similarities, differences, sorting and knowledge dimensions according to the level of father's education, there was no significant difference in the other sub-dimensions. According to the number of siblings, there was a significant difference only in the irrationality sub-dimension of the thinking scale for children.

Keywords

• Preschool education
• thinking
• thinking skills

Okul Öncesi Eğitim Alan Çocukların Düşünme Becerilerinin İncelenmesi

Abstract

Çalışma, okul öncesi dönem çocuklarının düşünme becerilerini çeşitli değişkenlere göre incelemek amacıyla yapılmıştır. Araştırmada nicel araştırma yöntemlerinden biri olan tarama modeli kullanılmıştır. Toplam 146 çocuk çalışma grubunu oluşturmuştur. Çalışma grubunun belirlenmesinde kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Araştırmada veri toplama aracı olarak çocukların düşünme becerilerini ölçmek amacıyla “Erken Çocukluk Dönemindeki (60-72 Ay) Çocuklar İçin Düşünme Ölçeği”, çocukların ve ebeveynlerin demografik özelliklerine ilişkin bilgileri içeren kişisel bilgi formu kullanılmıştır. Araştırmada elde edilen verilerin analizinde bir veri analiz programı kullanılmıştır. Verilerin analizinde t-testi, tek yönlü varyans analizi (ANOVA) ve gruplar arası farklılıklar için Tukey-B çoklu karşılaştırma testi kullanılmıştır. Cinsiyet değişkenine göre çocuğa yönelik düşünce ölçeğinin tüm alt boyutlarında anlamlı bir farklılık bulunmamıştır. Anne eğitim düzeyine göre çocuğa yönelik düşünce ölçeğinin benzetme, sınıflandırma, yönergeleri takip etme ve bilgi alt boyutlarında anlamlı bir fark bulunurken; diğer alt boyutlarda anlamlı bir fark bulunmamıştır. Baba eğitim düzeyine göre benzetme, sınıflandırma, benzerlikler, farklılıklar, sıralama ve bilgi boyutlarında anlamlı bir fark bulunurken; diğer alt boyutlarda anlamlı bir fark bulunmamıştır.

Keywords

• Okul öncesi eğitim
• düşünme
• düşünme becerileri

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