Araştırma Makalesi
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Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi

Yıl 2020, , 973 - 988, 30.07.2020
https://doi.org/10.18039/ajesi.738041

Öz

Bu araştırmanın amacı, çocukların eşit paylaşımı tercih etme/etmeme durumlarına göre, mantıksal düşünme becerilerinin nasıl farklılaştığını incelemektir. Bu kapsamda, çocukların eşit paylaşımda bulunma/bulunmama davranışlarına göre mantıksal düşünme becerilerinin nasıl farklılaştığı ve bu sürecin yaşa bağlı değişimi incelenmiştir. Bu araştırmaya okul öncesi ve ilkokul düzeyinde eğitim görmekte olan 5-7 yaş aralığındaki 104 çocuk katılmıştır. Veri toplama sürecinde çocukların eşit paylaşım davranışlarını incelemek amacıyla iki farklı içeriğe sahip (şeker ve etiket paylaşımı) etkinlikten yararlanılmıştır. Çocukların mantıksal düşünme becerilerini incelemek amacıyla iki farklı çıkarım türünden oluşan üç soru sorulmuştur. Araştırma sonucunda, hem çıkartma hem de şeker kullanılan uygulamalarda çocukların büyük bir çoğunluğunun eşit paylaşım davranışı gerçekleştirdiği görülmüştür. Eşit paylaşımda bulunan çocuklar bu tercihlerinin sebebini genellikle adalet konusuna vurgu yaparak açıklamıştır. Çocukların yaşlarındaki artışa bağlı olarak eşit paylaşım davranışının arttığı görülmüştür. Araştırma sonucunda çocukların özellikle alternatif öncüller üretmelerini gerektiren çıkarım türlerinde zorlandıkları görülmüştür. Bunun yanında çocukların mantıksal düşünme becerilerinde görülen farklılaşmanın eşit paylaşım davranışı sergileme durumuyla ilişkisi incelenmiştir. Kaynak olarak şeker seçildiğinde, eşit paylaşımı tercih eden çocukların yaşça büyük olduğu ve mantıksal düşünme becerilerinin de daha gelişmiş olduğu tespit edilmiştir. Çocukların temel düzey mantık bilgisine sahip olmalarının bilişsel, duyuşsal ve sosyal boyutta gelişimlerini olumlu yönde etkileyeceği düşünülmektedir. Bu etkiyi incelemek amacıyla basit mantık kurallarını ve temel çıkarım türlerini içeren bir mantık programı hazırlanarak çocukların bilişsel, duyuşsal ve sosyal boyutlardaki gelişimlerine etkisi incelenmelidir.

Kaynakça

  • Akkocaoğlu Çayır, N. ve Akkoyunlu, B. (2015). Çocuklar için felsefe eğitimi üzerine: nitel bir araştırma. Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(2), 97-133.
  • Blake, P.R. and McAuliffe, K. (2011). “I had so much it didn’t seem fair”: Eight-year-olds reject two forms of inequity. Cognition, 120(2), 215–224.
  • Blake, P.R. ve Rand, D.G. (2010). Currency value moderates equity pref-erence among young children. Evolution and Human Behavior, 31(3), 210–218.
  • Chernyak, N., Harris, P. L. ve Cordes, S. (2019). Explaining moral hypocrisy: numerical cognition promotes equal sharing in preschool-aged children. Developmental Science, 22:e12695. https://doi.org/10.1111/desc.12695.
  • Chernyak, N. ve Kushnir, T. (2013). Giving preschoolers choice increases sharing behavior. Psychological Science, 24, 1971–1979.
  • Damon, W. (1980). Patterns of change in children's social reasoning: a two-year longitudinal study. Child Development, 51, 1010-1017.
  • Damon, W. (1983). Social and personality development: Infancy through adolescence. New York: W. W. Norton.
  • De Chantal P. L. ve Markovits, H. (2017). The capacity to generate alternative ideas is more important than inhibition for logical reasoning in preschool-age children. Memory and Cognition, 45, 208-220.
  • Demirtaş, V. Y., Karadağ, F. ve Gülenç, K. (2018). Levels of The Questions Formulated by Preschool Children During the Philosophical Inquiry Process and The Qualities of Their Answers: Philosophy with Children. International Online Journal of Educational Sciences, 10(2), 277-294
  • Dias, M. G. ve Harris, P. L. (1988). The effect of make-believe play on deductive reasoning. British Journal of Developmental Psychology, 6, 207-221.
  • Ennis, R. H. (1976). An alternative to Piaget's conceptualization of logical competence. Child Development, 47, 903-913.
  • Ennis, R. (1982). Children's ability to handle Piaget's propositional logic: a conceptual critique. In S. Modgil, C. Modgil (Eds.), Jean Piaget: Consensus and Controversy (pp. 103- 130). London: Holt, Rinehart and Winston.
  • Evans, J. St. B. T. (1982). The Psychology of Deductive Reasoning. London: Routledge and Kegan Paul.
  • Fehr, E., Bernhard, H. ve Rockenbach, B. (2008). Egalitarianism in young children. Nature, 454, 1079–1083.
  • Fisher, R. (2005). Teaching children to think. Nelson Thornes.
  • Fraenkel, J. R., Wallen, N. E. and Hyun, H. H. (2012). How to design and evaluate research in education. (8th ed). New York: McGraw-Hill.
  • Garrigan, B., Adlam, A. L. R. ve Langdon, P. E. (2018). Moral decision-making and moral development: Toward an integrative framework. Developmental Review, https://doi.org/10.1016/j.dr.2018.06.001.
  • Geraci, A. ve Surian, L. (2011). The developmental roots of fairness: Infants’ reactions to equal and unequal distributions of resources. Developmental Science, 14, 1012–1020.
  • Hamann, K., Warneken, F., Greenberg, J.R. ve Tomasello, M. (2011). Collaboration encourages equal sharing in children but not in chim-panzees. Nature, 476, 328–331.
  • Harbaugh, W.T., Krause, K.. ve Liday, S. (2003). Bargaining behavior in children: Differences by age, gender and height. University of Oregon Working Paper.
  • Hawkins, J., Pea, R. D., Glick, J. ve Scribner, S. (1984). "Merds that laugh don't like mush- rooms": Evidence for deductive reasoning by preschoolers. Developmental Psychology, 20, 584-594.
  • Kogut, T. (2012). Knowing what I should, doing what I want: from selfishness to inequity aversion in young children’s sharing behavior. Journal of Economic Psychology, 33, 226–236.
  • Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lic- kona (Ed.), Moral development and behavior: Theory, research, and social issues. New York: Holt, Rinehart & Winston.
  • Lipman, M., Sharp, A. M. ve Oscanyan, F. S. (1977) Philosophy in the Classroom (Philadelphia, PA, Temple University Press).
  • LoBue, V., Nishida, T., Chiong, C., DeLoache, J.S. ve Haidt, J. (2011). When getting something good is bad: Even three- year- olds react to inequality. Social Development, 20, 15 4–170.
  • Markovits, H. (2000). A mental model analysis of young children's conditional reasoning with meaningful premises. Thinking & Reasoning, 6(4), 335–347.
  • Markovits, H., Fleury, M.-L., Quinn, S. ve Venet, M. (1998). The development of conditional reasoning and the structure of semantic memory. Child Development, 64(3), 742–755.
  • McCall, C. C. (2013). Transforming thinking: Philosophical inquiry in the primary and secondary classroom. London: Routledge.
  • Moore, C. (2009). Fairness in children’s resource allocation depends on the recipient. Psychological Science, 20(8), 944–948.
  • Mutlu, B. (2017). Çocuklukta ve çocukça felsefe yapmak. Çocuk ve Medeniyet, 2, 19-49.
  • O’Brien, D. P. ve Overton, W. F. (1982). Conditional reasoning and the competence-performance issue: A developmental analysis of a training task. Journal of Experimental Child Psychology, 34(2), 274–290.
  • Okur, M. (2008). Çocuklar için felsefe eğitim programının altı yaş grubu çocuklarının atılganlık, işbirliği ve kendini kontrol sosyal becerileri üzerindeki etkisi. Yüksek Lisans Tezi, İstanbul: Marmara Üniversitesi.
  • Piaget, J. (1932). The moral judgment of the child. London: Routledge Kegan Paul.
  • Schmidt, M.F. ve Sommerville, J.A. (2011). Fairness expectations and altruistic sharing in 15- month- old human infants. PLoS ONE, 6, e23223.
  • Sheskin, M., Bloom, P. ve Wynn, K. (2014). Anti-equality: Social comparison in young children. Cognition, 130(2), 152-156.
  • Sigelman, C. K.. ve Waitzman, K. A. (1991). The development of distributive justice orientations: Contextual influences on children’s resource allocations. Child Development, 62, 1367-1378.
  • Smetana, J.G., Jambon, M., Conry-Murray, C. ve Sturge-Apple, M.L. (2012). Reciprocal associations between young children’s developing moral judgments and theory of mind. Developmental Psychology, 48, 1144–1155.

The Relationship Between Children’s Equal Sharing Behaviour and Logical Reasoning

Yıl 2020, , 973 - 988, 30.07.2020
https://doi.org/10.18039/ajesi.738041

Öz

The aim of this study is to examine how the logical thinking skills of children differ according to their preferences in regard to equal sharing. In this context, how the logical thinking skills of children differ according to their equal sharing behaviours and how children’s sharing behaviours and logical thinking skills change based on the increase in age were examined. The participants were 104 children attending either preschools or primary schools based on ages 5-7. The data of the study were collected using two different activities (sticker and candy). Three questions, consisting of two different types of inference, were asked to examine their logical thinking skills. It is found that in the activities in which either candies or stickers were used as rewards, most of the participants managed to distribute the rewards equally. Children who share equally often explain the reason for their choices with justice. The findings indicated that children tend to share equally depending on the increase in their ages. As a result of the study, it is seen that children have difficulties in making inferences, especially in inference types that require them to produce alternative premises. In addition, the relationship between the difference in the logical thinking skills of children and their equal sharing behaviours were examined. When choosing candies as the source, it is possible to say that children who prefer equal sharing are older and their logical thinking skills are more developed. It is thought that having basic logic knowledge for children will affect their cognitive, affective and social development positively. In order to examine this effect, a logic program including simple logic rules and basic inference types should be developed, and its effects on children’s cognitive, affective and social development should be investigated.

Kaynakça

  • Akkocaoğlu Çayır, N. ve Akkoyunlu, B. (2015). Çocuklar için felsefe eğitimi üzerine: nitel bir araştırma. Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(2), 97-133.
  • Blake, P.R. and McAuliffe, K. (2011). “I had so much it didn’t seem fair”: Eight-year-olds reject two forms of inequity. Cognition, 120(2), 215–224.
  • Blake, P.R. ve Rand, D.G. (2010). Currency value moderates equity pref-erence among young children. Evolution and Human Behavior, 31(3), 210–218.
  • Chernyak, N., Harris, P. L. ve Cordes, S. (2019). Explaining moral hypocrisy: numerical cognition promotes equal sharing in preschool-aged children. Developmental Science, 22:e12695. https://doi.org/10.1111/desc.12695.
  • Chernyak, N. ve Kushnir, T. (2013). Giving preschoolers choice increases sharing behavior. Psychological Science, 24, 1971–1979.
  • Damon, W. (1980). Patterns of change in children's social reasoning: a two-year longitudinal study. Child Development, 51, 1010-1017.
  • Damon, W. (1983). Social and personality development: Infancy through adolescence. New York: W. W. Norton.
  • De Chantal P. L. ve Markovits, H. (2017). The capacity to generate alternative ideas is more important than inhibition for logical reasoning in preschool-age children. Memory and Cognition, 45, 208-220.
  • Demirtaş, V. Y., Karadağ, F. ve Gülenç, K. (2018). Levels of The Questions Formulated by Preschool Children During the Philosophical Inquiry Process and The Qualities of Their Answers: Philosophy with Children. International Online Journal of Educational Sciences, 10(2), 277-294
  • Dias, M. G. ve Harris, P. L. (1988). The effect of make-believe play on deductive reasoning. British Journal of Developmental Psychology, 6, 207-221.
  • Ennis, R. H. (1976). An alternative to Piaget's conceptualization of logical competence. Child Development, 47, 903-913.
  • Ennis, R. (1982). Children's ability to handle Piaget's propositional logic: a conceptual critique. In S. Modgil, C. Modgil (Eds.), Jean Piaget: Consensus and Controversy (pp. 103- 130). London: Holt, Rinehart and Winston.
  • Evans, J. St. B. T. (1982). The Psychology of Deductive Reasoning. London: Routledge and Kegan Paul.
  • Fehr, E., Bernhard, H. ve Rockenbach, B. (2008). Egalitarianism in young children. Nature, 454, 1079–1083.
  • Fisher, R. (2005). Teaching children to think. Nelson Thornes.
  • Fraenkel, J. R., Wallen, N. E. and Hyun, H. H. (2012). How to design and evaluate research in education. (8th ed). New York: McGraw-Hill.
  • Garrigan, B., Adlam, A. L. R. ve Langdon, P. E. (2018). Moral decision-making and moral development: Toward an integrative framework. Developmental Review, https://doi.org/10.1016/j.dr.2018.06.001.
  • Geraci, A. ve Surian, L. (2011). The developmental roots of fairness: Infants’ reactions to equal and unequal distributions of resources. Developmental Science, 14, 1012–1020.
  • Hamann, K., Warneken, F., Greenberg, J.R. ve Tomasello, M. (2011). Collaboration encourages equal sharing in children but not in chim-panzees. Nature, 476, 328–331.
  • Harbaugh, W.T., Krause, K.. ve Liday, S. (2003). Bargaining behavior in children: Differences by age, gender and height. University of Oregon Working Paper.
  • Hawkins, J., Pea, R. D., Glick, J. ve Scribner, S. (1984). "Merds that laugh don't like mush- rooms": Evidence for deductive reasoning by preschoolers. Developmental Psychology, 20, 584-594.
  • Kogut, T. (2012). Knowing what I should, doing what I want: from selfishness to inequity aversion in young children’s sharing behavior. Journal of Economic Psychology, 33, 226–236.
  • Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lic- kona (Ed.), Moral development and behavior: Theory, research, and social issues. New York: Holt, Rinehart & Winston.
  • Lipman, M., Sharp, A. M. ve Oscanyan, F. S. (1977) Philosophy in the Classroom (Philadelphia, PA, Temple University Press).
  • LoBue, V., Nishida, T., Chiong, C., DeLoache, J.S. ve Haidt, J. (2011). When getting something good is bad: Even three- year- olds react to inequality. Social Development, 20, 15 4–170.
  • Markovits, H. (2000). A mental model analysis of young children's conditional reasoning with meaningful premises. Thinking & Reasoning, 6(4), 335–347.
  • Markovits, H., Fleury, M.-L., Quinn, S. ve Venet, M. (1998). The development of conditional reasoning and the structure of semantic memory. Child Development, 64(3), 742–755.
  • McCall, C. C. (2013). Transforming thinking: Philosophical inquiry in the primary and secondary classroom. London: Routledge.
  • Moore, C. (2009). Fairness in children’s resource allocation depends on the recipient. Psychological Science, 20(8), 944–948.
  • Mutlu, B. (2017). Çocuklukta ve çocukça felsefe yapmak. Çocuk ve Medeniyet, 2, 19-49.
  • O’Brien, D. P. ve Overton, W. F. (1982). Conditional reasoning and the competence-performance issue: A developmental analysis of a training task. Journal of Experimental Child Psychology, 34(2), 274–290.
  • Okur, M. (2008). Çocuklar için felsefe eğitim programının altı yaş grubu çocuklarının atılganlık, işbirliği ve kendini kontrol sosyal becerileri üzerindeki etkisi. Yüksek Lisans Tezi, İstanbul: Marmara Üniversitesi.
  • Piaget, J. (1932). The moral judgment of the child. London: Routledge Kegan Paul.
  • Schmidt, M.F. ve Sommerville, J.A. (2011). Fairness expectations and altruistic sharing in 15- month- old human infants. PLoS ONE, 6, e23223.
  • Sheskin, M., Bloom, P. ve Wynn, K. (2014). Anti-equality: Social comparison in young children. Cognition, 130(2), 152-156.
  • Sigelman, C. K.. ve Waitzman, K. A. (1991). The development of distributive justice orientations: Contextual influences on children’s resource allocations. Child Development, 62, 1367-1378.
  • Smetana, J.G., Jambon, M., Conry-Murray, C. ve Sturge-Apple, M.L. (2012). Reciprocal associations between young children’s developing moral judgments and theory of mind. Developmental Psychology, 48, 1144–1155.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Derya Can 0000-0003-1257-8793

Veli Can Bu kişi benim 0000-0003-3025-5875

Yayımlanma Tarihi 30 Temmuz 2020
Gönderilme Tarihi 1 Nisan 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Can, D., & Can, V. (2020). Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi. Anadolu Journal of Educational Sciences International, 10(2), 973-988. https://doi.org/10.18039/ajesi.738041
AMA Can D, Can V. Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi. AJESI. Temmuz 2020;10(2):973-988. doi:10.18039/ajesi.738041
Chicago Can, Derya, ve Veli Can. “Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi”. Anadolu Journal of Educational Sciences International 10, sy. 2 (Temmuz 2020): 973-88. https://doi.org/10.18039/ajesi.738041.
EndNote Can D, Can V (01 Temmuz 2020) Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi. Anadolu Journal of Educational Sciences International 10 2 973–988.
IEEE D. Can ve V. Can, “Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi”, AJESI, c. 10, sy. 2, ss. 973–988, 2020, doi: 10.18039/ajesi.738041.
ISNAD Can, Derya - Can, Veli. “Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi”. Anadolu Journal of Educational Sciences International 10/2 (Temmuz 2020), 973-988. https://doi.org/10.18039/ajesi.738041.
JAMA Can D, Can V. Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi. AJESI. 2020;10:973–988.
MLA Can, Derya ve Veli Can. “Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi”. Anadolu Journal of Educational Sciences International, c. 10, sy. 2, 2020, ss. 973-88, doi:10.18039/ajesi.738041.
Vancouver Can D, Can V. Çocukların Eşit Paylaşım Davranışının Mantıksal Düşünme Becerileriyle İlişkisi. AJESI. 2020;10(2):973-88.