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Yıl 2015, Cilt: 11 Sayı: 4, 1224 - 1239, 23.04.2015

H. Gözde Ertürk Kara , Mübeccel Gönen

Öz

The aim of this study was to examine children’s self regulation skill in terms of different variables in early childhood period. Research questions of this study were: (1) What is the level of 48-72 months of age children’s self regulation skill? (2) Is there any significant differeces between 48-72 months of children’s self regulation skill according to age? (3) Is there any significant differeces between 48-72 months of children’s self regulation skill according to gender? (4)Is there any significant differeces between 48-72 months of children’s self regulation skill according to order of birth? (5) Is there any significant differeces between 4872 months of children’s self regulation skill according to mothers’ education level? (6) Is there any significant differeces between 48-72 months of children’s self regulation skill according to fathers’ education level? The sample of the study was 120 children who are 48-72 months of age. Preschool Self Regulation Assessment Tool and Personal Information Form were used to collect the data. Mean and standart deviation scores were calculated to examine the self regulation skill level of children. t test for independent groups was implemented to investigate whether children’s self regulation skill show a significant difference according to age and gender. ANOVA was implemented to investigate whether children’s self regulation skill show a significant difference according to order of birth, mothers’ and fathers’ education level. It was seen that chlidren’s self regulation scores were high on two dimensions of the PSRA (attention/impulse control & positive emotion). It was examined that there is no significant difference between self regulation scores according to gender. 48-60 months of age children positive emotion scores were higher than 60-72months of age children. Children who have older sister/brother have higher attention/impulse control but lower positive emotion scores. Children whose mothers’ education level are high have better attention/impulse control scores. And children whose fathers’ education level are high have better attention/impulse control and positive emotion scores

Anahtar Kelimeler

Early childhood self regulation skill preschool self regulation asssesment

Kaynakça

  • Akshoomoff, N. (2002). Selective attention and active engagement in young children. Developmental Neuropsychology, 22(3), 625-642.
  • Blair, C. & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.
  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R. & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415-436.
  • Carlson, S. M. & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22, 489-510.
  • Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28(2), 595-616.
  • Carlson, S. M. & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72(4), 1032-1053.
  • Campbell, D. W., Eaton, W. O. & McKeen, N. A. (2002). Motor activity level and behavioural control in young children. International Journal of Behavioral Development, 26(4), 289-296.
  • Cole, P. M., Michel, M. & Teti, L. (1994). The development of emotion regulation and deregulation: A clinical perspective. In N.A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59(2-3), 53-72..
  • Denham, S. A., Warren-Khot, H. K., Bassett, H. H., Wyatt, T. & Perna, A. (2012). Factor structure of self-regulation in preschoolers: testing models of a field-based assessment for predicting early school readiness. Journal of Experimental Child Psychology, 111, 386-404.
  • Eisenberg, N. & Fabes, R. A. (1992). Emotion, regulation and the development of social competence. In M.S. Clark (Ed.). Review of Personality and Social Psychology: Vol. 14. Emotion and social behavior. (pp.119-150): Newburg Park, CT: Sage.
  • Eggum, N. D., Eisenberg, N., Kao, K., Spinrad, T. L., Bolnick, R., Hofer, C., Kupfer, A. S. & Fabricius, W. V. (2011). Emotion understanding, theory of mind, and prosocial orientation: relations over time in early childhood. The Journal of Positive Psychology, 6(1), 4-16.
  • Fındık Tanrıbuyurdu, E. ve Güler Yıldız, T. (2014). Okul Öncesi Öz Düzenleme Ölçeği (OÖDÖ): Türkiye Uyarlama Çalışması. Eğitim ve Bilim, 39(176), 317-328.
  • Jahromi, L. B. & Stifter, C. A. (2008). Individual differences in preschoolers‘ self-regulation and theory of mind. Merrill-Palmer Quarterly, 54(1), 125-150.
  • Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental perspective. Developmental Psychology, 25(3), 343-354.
  • Liew, J., McTigue, E. M., Barrois, L. & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526.
  • Luster, T. & McAdoo, H. P. (1994). Factors related to the achievement and adjustment of young African American children. Child Development, 65(4), 1080-1094.
  • Rothbart, M. K. & Posner, M. I. (2005). Genes and Experience in the Development of Executive Attention and Effortful Control. New Directions for Child & Adolescent Development, 109(1), 101-108.
  • Rothbart, M. K. & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development (5th ed., pp. 105-176). New York: Wiley.
  • Rueda, M. R., Posner, M. I. & Rothbart, M. K. (2004). Attentional control and self regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self regulation: Research, theory and applications (pp. 283-300): New York: Guilford Press.
  • Sektnana, M., McClellanda, M., Acocka, A. & Morrison, F. (2010). Relations between early family risk, children‘s behavioral regulation and academic achievement. Early Childhood Research Quarterly, 25, 464–479.
  • Smith-Donald, R., Raver, C.C., Hayes, T. & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, 173-187.
  • Taylor, C. L. (2011). Scaffolding the development of early self- regulation: the role of structure and routine in children‘s daily activities. Unpublished Master Thesis, Portland State University, USA.
  • Tekindal, M., Eryaş, N. ve Tekindal, B. (2010). İlköğretim okullarındaki öğrencilerin sürekli kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 26, 79-93.

Examination of Children’s Self Regulation Skill In Terms of Different Variables /Okul Öncesi Dönemdeki Çocukların Öz Düzenleme Becerisinin Çeşitli Değişkenler Açısından İncelenmesi

Yıl 2015, Cilt: 11 Sayı: 4, 1224 - 1239, 23.04.2015

H. Gözde Ertürk Kara , Mübeccel Gönen

Öz

Bu araştırmanın amacı, okul öncesi dönemdeki çocukların öz düzenleme becerisini çeşitli değişkenler açısından incelemektir. Bu amaçla şu araştrma sorularına yanıt aranmaktadır: (1)48- 72 aylık çocukların öz düzenleme becerileri ne düzeydedir? (2)48-72 aylık çocukların öz düzenleme becerilerinde yaşa göre anlamlı bir fark var mıdır? (3)48-72 aylık çocukların öz düzenleme becerilerinde cinsiyete göre anlamlı bir fark var mıdır? (4)48-72 aylık çocukların öz düzenleme becerilerinde doğum sırasına göre anlamlı bir fark var mıdır? (5)48-72 aylık çocukların öz düzenleme becerilerinde anne öğrenim durumuna göre anlamlı bir fark var mıdır? (6)48-72 aylık çocukların öz düzenleme becerilerinde baba öğrenim durumuna göre anlamlı bir fark var mıdır? Araştırmaya 120 çocuk dahil edilmiştir. Kişisel bilgi formu ve Okul Öncesi Öz düzenleme Ölçeği veri toplama araçları olarak kullanılmıştır. 48- 72 aylık çocukların öz düzenleme becerilerinin ne düzeyde olduğunu belirlemek amacıyla Okul Öncesi Öz Düzenleme Ölçeği‘nden elde edilen aritmetik ortalama ve standart sapma puanları hesaplanmıştır. Çocuğun yaşının, cinsiyetinin öz düzenleme becerisi üzerinde etkisi olup olmadığını incelemek amacıyla t testi yapılmıştır. Çocuğun doğum sırasının, annesinin öğrenim durumunun ve babasının öğrenim durumunun öz düzenleme becerisi üzerinde etkisi olup olmadığını incelemek amacıyla ilişkisiz örneklemler için tek faktörlü varyans analizi (ANOVA) yapılmıştır. Araştırma sonucunda; çocukların öz düzenleme becerisinin dikkat/dürtü kontrolü ve olumlu duygu alt boyutlarında yüksek düzeyde olduğu; öz düzenleme puanlarının cinsiyete gore farklılaşmadığı; abisi/ablası olan çocukların olumlu duygu puanlarının daha düşük, dikkat dürtü puanlarının daha yüksek olduğu; 48-60 aylık çocukların olumlu duygu puanlarının 60-72 aylık çocuklara kıyasla daha yüksek olduğu; anne öğrenim durumunun yüksek olduğu çocukların dikkat/dürtü puanlarının; baba öğrenim durumu yüksek olan çocukların ise hem dikkat/dürtü hem olumlu duygu puanlarının daha yüksek olduğu belirlenmiştir.

Anahtar Kelimeler

Okul öncesi eğitim öz düzenleme becerisi okul öncesi öz düzenleme ölçeği

Kaynakça

  • Akshoomoff, N. (2002). Selective attention and active engagement in young children. Developmental Neuropsychology, 22(3), 625-642.
  • Blair, C. & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.
  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R. & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415-436.
  • Carlson, S. M. & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22, 489-510.
  • Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28(2), 595-616.
  • Carlson, S. M. & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72(4), 1032-1053.
  • Campbell, D. W., Eaton, W. O. & McKeen, N. A. (2002). Motor activity level and behavioural control in young children. International Journal of Behavioral Development, 26(4), 289-296.
  • Cole, P. M., Michel, M. & Teti, L. (1994). The development of emotion regulation and deregulation: A clinical perspective. In N.A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59(2-3), 53-72..
  • Denham, S. A., Warren-Khot, H. K., Bassett, H. H., Wyatt, T. & Perna, A. (2012). Factor structure of self-regulation in preschoolers: testing models of a field-based assessment for predicting early school readiness. Journal of Experimental Child Psychology, 111, 386-404.
  • Eisenberg, N. & Fabes, R. A. (1992). Emotion, regulation and the development of social competence. In M.S. Clark (Ed.). Review of Personality and Social Psychology: Vol. 14. Emotion and social behavior. (pp.119-150): Newburg Park, CT: Sage.
  • Eggum, N. D., Eisenberg, N., Kao, K., Spinrad, T. L., Bolnick, R., Hofer, C., Kupfer, A. S. & Fabricius, W. V. (2011). Emotion understanding, theory of mind, and prosocial orientation: relations over time in early childhood. The Journal of Positive Psychology, 6(1), 4-16.
  • Fındık Tanrıbuyurdu, E. ve Güler Yıldız, T. (2014). Okul Öncesi Öz Düzenleme Ölçeği (OÖDÖ): Türkiye Uyarlama Çalışması. Eğitim ve Bilim, 39(176), 317-328.
  • Jahromi, L. B. & Stifter, C. A. (2008). Individual differences in preschoolers‘ self-regulation and theory of mind. Merrill-Palmer Quarterly, 54(1), 125-150.
  • Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental perspective. Developmental Psychology, 25(3), 343-354.
  • Liew, J., McTigue, E. M., Barrois, L. & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526.
  • Luster, T. & McAdoo, H. P. (1994). Factors related to the achievement and adjustment of young African American children. Child Development, 65(4), 1080-1094.
  • Rothbart, M. K. & Posner, M. I. (2005). Genes and Experience in the Development of Executive Attention and Effortful Control. New Directions for Child & Adolescent Development, 109(1), 101-108.
  • Rothbart, M. K. & Bates, J. E. (1998). Temperament. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development (5th ed., pp. 105-176). New York: Wiley.
  • Rueda, M. R., Posner, M. I. & Rothbart, M. K. (2004). Attentional control and self regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self regulation: Research, theory and applications (pp. 283-300): New York: Guilford Press.
  • Sektnana, M., McClellanda, M., Acocka, A. & Morrison, F. (2010). Relations between early family risk, children‘s behavioral regulation and academic achievement. Early Childhood Research Quarterly, 25, 464–479.
  • Smith-Donald, R., Raver, C.C., Hayes, T. & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, 173-187.
  • Taylor, C. L. (2011). Scaffolding the development of early self- regulation: the role of structure and routine in children‘s daily activities. Unpublished Master Thesis, Portland State University, USA.
  • Tekindal, M., Eryaş, N. ve Tekindal, B. (2010). İlköğretim okullarındaki öğrencilerin sürekli kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 26, 79-93.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

H. Gözde Ertürk Kara

Mübeccel Gönen

Yayımlanma Tarihi 23 Nisan 2015
Gönderilme Tarihi 23 Nisan 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 11 Sayı: 4

Kaynak Göster

APA Ertürk Kara, H. G., & Gönen, M. (2015). Examination of Children’s Self Regulation Skill In Terms of Different Variables /Okul Öncesi Dönemdeki Çocukların Öz Düzenleme Becerisinin Çeşitli Değişkenler Açısından İncelenmesi. Eğitimde Kuram Ve Uygulama, 11(4), 1224-1239. https://doi.org/10.17244/eku.74230
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