Kodlama Etkinliklerinin Okul Öncesi Dönem Çocuklarının Bilişsel Tempolarına Etkisi

Öz

Kodlama etkinlikleri, çocukların hayal gücü ve yaratıcılığını artıran, problem çözme becerilerini geliştiren, var olan bir problem durumuna farklı çözüm yolları üretebilmesini sağlayan ve bu çözüm yollarını benzer problem durumlarına transfer ederek bilişsel düşünme becerilerini desteklemektedir. Bu araştırma kodlama etkinliklerinin okul öncesi dönemi çocuklarının bilişsel stillerine etkisini incelemeyi amaçlamaktadır. Öntest-sontest kontrol gruplu deneysel desenli olan bu araştırmanın çalışma grubunu Konya ili Selçuklu ilçesinde bulunan bir devlet anaokulunda eğitim almakta olan 13’ü deney grubunda, 12’si kontrol grubunda olmak üzere toplam 25 çocuk oluşturmaktadır. Çalışmaya katılan çocukların bilişsel tempolarını belirlemek amacıyla Wright (1971) tarafından geliştirilen ve Seçer ve ark. (2010) tarafından Türkçe’ye uyarlaması yapılan KRISP-A (Kansas Okul Öncesi Dönemdeki Çocuklar için Düşünsellik – İçtepisellik Ölçeği A Formu) veri toplama aracı olarak kullanılmıştır. Deney grubundaki çocuklar ile on hafta olmak üzere haftada iki oturum şeklinde toplam 20 oturumluk Kodlama Etkinlikleri yapılmıştır. Araştırmanın kontrol grubuyla herhangi bir çalışma yapılmayıp okul öncesi programa devam edilmiştir. Araştırmada kodlama etkinliklerinin deney grubu çocuklarının yanıt süresini kısalttığı, başka bir deyişle kodlama etkinliklerinin çocukların daha hızlı yanıt verebilme becerisini desteklediği sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Kodlama etkinlikleri
• Bilişsel tempo
• Okul öncesi

The Effect of Coding Activities on Cognitive Tempo of Preschool Children

Abstract

Coding activities support cognitive thinking skills by increasing children's imagination and creativity, improving their problem-solving skills, enabling them to produce different solutions to an problem situation, and transferring these solutions to similar problem situations. This research aims to examine the effects of coding activities on the cognitive styles of preschool children. The study group of this research, which has an experimental design with a pretest-posttest control group, consists of a total of 25 children, 13 of whom are in the experimental group and 12 of whom are in the control group, studying in a public kindergarten in Selçuklu district of Konya province. The data collection tool used in this study to determine the cognitive tempo of participating children was KRISP-A (Kansas Reflection-Impulsivity Scale for Preschoolers, Form A), developed by Wright (1971) and adapted into Turkish by Seçer and colleagues (2010). A total of 20 sessions of Coding Activities were carried out with the children in the experimental group twice a week for ten weeks. No study was conducted with the control group, and the preschool program continued. The study concluded that coding activities shortened the response time of the children in the experimental group; in other words, coding activities supported the children's ability to respond faster.

Keywords

• Coding activities
• Cognitive themes
• Preschool children

Kaynakça

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