Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 13 Sayı: 1, 54 - 68, 29.03.2022
https://doi.org/10.21031/epod.1060460

Öz

Kaynakça

  • Ağırdağ, O., Yazici, Z., & Sierens, S. (2015). Trends in pre-schoolenrolment in Turkey: Unequal access and differential consequences. Comparative Education, 51(4), 537-554. https://doi.org/10.1080/03050068.2015.1081796
  • Akçay, A. (2016). The effect of taking preschool education on the development of linguistic skills of the students. Turkish Studies, 11(3), 15-28. https://doi.org/10.7827/TurkishStudies.9333
  • Anasız, B. T., Ekinci C. E., & Anasız, B. Y. (2018). The impact of pre-primary education on students’ academic achievement in later schooling years: TEOG exams. İnönü University Journal of the Faculty of Education, 19(2), 154-173. https://doi.org/10.17679/inuefd.374051
  • Arıkan, S., Özer, F., Şeker, V. & Ertaş, G. (2020). The importance of sample weights and plausible values in large-scale assessments. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 11(1), 43-60. https://doi.org/10.21031/epod.602765
  • Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255-269. https://doi.org/10.1080/02568543.2016.1273285
  • Barnett, W. S. (1998). Long-term effects on cognitive development and school success. In W. S. Barnett (Ed.), Early care and education for children in poverty: Promises, programs, and long-term results (pp. 11-44). State University of New York Press.
  • Bartik, T. (2011). Early childhood programs as an economic development tool: Investing early to prepare the future workforce. In O. Little, S. Eddy & K. Bogenschneider (Eds.), Preparing Wisconsin’s youth for success in the workforce (Briefing Report No. 31, pp. 27-40). Wisconsin Family Impact Seminars.
  • Bassok, D., Finch, J. E., Lee, R. H., Reardon, S. F., & Waldfogel, J. (2016). Socioeconomic gaps in early childhood experiences: 1998 to 2010. AERA Open, 2(3), 1–22. https://doi.org/10.1177/2332858416653924
  • Berlinski, S., Galiani, S., & Manacorda, M. (2008). Giving children a better start: Preschool attendance and school-age profiles. Journal of Public Economics, 92(5-6), 1416–1440. https://doi.org/10.1016/j.jpubeco.2007.10.007
  • Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, 1022622. https://doi.org/10.1016/j.ijedudev.2020.102262
  • Bronfenbrenner U. (1992). Ecological systems theory. In Vasta, R. (Ed.), Six theories of child development. Jessica Kingsley.
  • Bustamante, A. S., Dearing, E., Zachrisson, H. D., & Vandell, D. L. (2021). Adult outcomes of sustained high-quality early child care and education: Do they vary by family income? Child Development, 93(2), 502–523. https://doi.org/10.1111/cdev.13696
  • Cahan, E. D. (1989). Past caring: A history of U.S. preschool care and education for the poor, 1820–1965. National Center For Children In Poverty. Retrieved January 12, 2022, from https://www.researchconnections.org/sites/default/files/pdf/rc2088.pdf
  • Correia-Zanini, M. R. G., Marturano, E. M., & Fontaine, A. M. G. V. (2018). Effects of early childhood education attendance on achievement, social skills, behaviour, and stress. Educational Psychology, 35(3), 287-297. https://doi.org/10.1590/1982-02752018000300007
  • Cortazar, A., Molina, M. A., Selman, J., & Manosalva, A. (2020). Early childhood education effects on school outcomes: Academic achievement, Grade retention and school drop out. Early Education and Development, 31(3), 376-394. https://doi.org/10.1080/10409289.2019.1666445
  • Darragh, J. C. (2006). The environment as the third teacher (Report No. ED493517). ERIC. https://files.eric.ed.gov/fulltext/ED493517.pdf
  • Earle, A., Milovantseva, N., & Heymann, J. (2018). Is free pre-primary education associated with increased primary school completion? A global study. International Journal of Child Care and Education Policy, 12, 13. https://doi.org/10.1186/s40723-018-0054-1
  • Eğitimde Reform Girişimi ve Anne Çocuk Eğitim Vakfı (2016). Her çocuğa eşit fırsat: Türkiye’de erken çocukluk eğitiminin durumu ve öneriler. Retrieved January 2, 2022, from http://www.egitimreformugirisimi.org/wp-content/uploads/2017/03/ERG_HERKES-%C4%B0C%C4%B0N-ESIT-FIRSAT-TURKIYEDE-ERKEN-COCUKLUK-EGITIMININ-DURUMU-VE-ONERILER.web_.pdf
  • Eğitimde Reform Girişimi ve Anne Çocuk Eğitim Vakfı (2017). Türkiye’de erken çocukluk bakımı ve okul öncesi eğitime katılım. Retrieved January 2, 2022, from https://www.acev.org/wp-content/uploads/2018/01/Tu%CC%88rkiyede-Erken-C%CC%A7ocukluk-Bak%C4%B1m%C4%B1-ve-Okul-O%CC%88ncesi-Eg%CC%86itime-Kat%C4%B1l%C4%B1m-30.10.17.pdf
  • Erkan, S., & Kırca, A. (2010). A study on the effects of preschool education on primary first graders’ school preparedness. H. U. Journal of Education, 38, 94-106.
  • Erkan, S., & Topcu Bilir, Z. (2015). The effects of preschool education on first graders’ school Turkish language skills. Mehmet Akif Ersoy University Journal of Education Faculty, 35, 173-190. https://doi.org/10.21764/efd.21475
  • Ersan, O., & Rodriguez, M.C. (2020). Socioeconomic status and beyond: A multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey. Large-scale Assessments in Education, 8, 15. https://doi.org/10.1186/s40536-020-00093-y
  • Fahmi, M., & Jewelery, P. G. N. (2015). The effect of pre-school education on academic achievement in Indonesia. Working Paper in Economics and Development Studies. Retrieved January 5, 2022, from http://ceds.feb.unpad.ac.id/wopeds/201505.pdf
  • Gardinal-Pizato, E. C., Marturano, E. M., & Fontaine, A. M. G. V. (2012). Access to early childhood education and academic achievement in elementary school. Paidéia, 22(52), 187-196. https://doi.org/10.1590/S0103-863X2012000200005
  • Gülay, H., Akman, B., & Kargı, E. (2011). Social skills of first grade primary school students and preschool education. Education, 131(3), 663-679.
  • Health Affairs (2019). The effects of early care and education on children’s health. Health Policy Brief. Retrieved December 29, 2021, from https://www.healthaffairs.org/do/10.1377/hpb20190325.519221/full/HPB_2019_RWJF_11_w.pdf
  • Kamerman, S. B. (2006). A global history of early childhood education and care. Background paper prepared for the Education for All Global Monitoring Report 2007. UNESCO Publishing.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Nobel.
  • Karoly, L. A. (2016). The economic returns to early childhood education. Future of Children, 26(2), 37-55. https://doi.org/10.7249/RB9952
  • Kırca, M. A. (2007). Analysis of the preschool education’s effect on reading readiness of elementary school children of the first grade [Master’s thesis, Hacettepe University]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Kirk, R. H. (2003). Family support: The roles of early years’ centres. Children & Society, 17, 85–99. https://doi.org/10.1002/CHI.741
  • LaRoche, S., Joncas, M., & Foy, P. (2020). Sample design in TIMSS 2019. In M. O. Martin, M. von Davier & I. V. S. Mullis (Eds.), Methods and procedures: TIMSS 2019 technical report. Boston College, TIMSS & PIRLS International Study Center.
  • Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of economic opportunity? The Russell Sage Foundation Journal of The Social Sciences: RSF, 2(2), 123–141. https://doi.org/10.7758/RSF.2016.2.2.05.
  • McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., Yang, R., Koepp, A., & Shonkoff, J. P. (2017). Impacts of early childhood education on medium- and long-term educational outcomes. Educational Researcher, 46(8), 474–487. https://doi.org/10.3102/0013189X17737739
  • Ministry of National Education (2021). Türkiye’de eğitimin 20 yılı (2000-2019). MEB.
  • Ministry of National Education (2022). Yüz yüze eğitime dönüşte 180 gün: 6 Ağustos 2021-6 Şubat 2022. MEB.
  • Organisation for Economic Co-operation and Development. (2017). Starting strong V: Transitions from early childhood education and care to primary education. OECD Publishing.
  • Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume II): Where all students can succeed. OECD Publishing.
  • Organisation for Economic Co-operation and Development. (2020). Early childhood education: Equity, quality and transitions. Retrieved November 29, 2021, from OECD Publishing. https://www.oecd.org/education/school/early-childhood-education-equity-quality-transitions-G20.pdf
  • Oktay, A. (1990). Türkiye’de okul öncesi eğitim. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2(2), 151-160.
  • Özer, M., & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Communications, 6(1), 1-7. https://doi.org/10.1057/s41599-020-0409-4
  • Özer, M., & Perc, M. (2021). Impact of social networks on the labor market inequalities and school-to-work transitions. Journal of Higher Education, 11(1), 38-50. https://doi.org/10.2399/yod.21.868353
  • Özer, M. (2021a). A new step towards narrowing the achievement gap in Turkey: “1,000 schools in vocational education and training” Project. Bartın University Journal of Faculty of Education, 10(1), 97–108. https://doi.org/10.1016/buefad.824697
  • Özer, M. (2021b). Eğitim politikalarında sistemik uyum. Maltepe Üniversitesi Yayınları.
  • Özer, M., Gençoğlu, C., & Suna, H. E. (2021a). Okul öncesi eğitimin Türkiye'de gelişimi ve eşitsizlikleri azaltmadaki rolü. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(1), 356-370. https://doi.org/10.30783/nevsosbilen.874222
  • Özer, M., Gençoğlu, C., & Suna, H. E. (2021b). Türkiye’de eğitimde eşitsizlikleri azaltmak için uygulanan politikalar. Ondokuz Mayıs Universitesi Eğitim Fakültesi, 39(2), 294–312. https://doi.org/10.7822/10.7822/omuefd.828176
  • Özer, M. (2022). Türkiye’de eğitimin evrenselleşmesi. Maltepe Üniversitesi Yayınları.
  • Presidency of the Republic of Turkey Strategy and Budget Directorate. (2021). 2021 yılı Cumhurbaşkanlığı yıllık programı. Retrieved January 2, 2022, from https://www.sbb.gov.tr/wpcontent/uploads/2020/11/2021_Yili_Cumhurbaskanligi_Yillik_Programi.pdf
  • Rolnick, A. J., & Grunewald, R. (2003). Early childhood development: Economic development with a high public return. Federal Reserve Bank of Minneapolis. Retrieved January 4, 2022, from https://www.minneapolisfed.org/article/2003/early-childhood-development-economic-development-with-a-high-public-return
  • Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39(2), 142-15. https://doi.org/10.3102/0013189X10363170
  • Smith, A. B. (2014). School completion/academic achievement-outcomes of early childhood education. Encyclopedia on Early Childhood Development. Retrieved December 28, 2021, from https://www.child-encyclopedia.com/pdf/expert/school-success/according-experts/school-completionacademic-achievement-outcomes-early-childhood
  • Suna, H. E., Tanberkan, H., Gür, B. S., Perc, M., & Özer, M. (2020). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, 61, 41-64. https://doi.org/10.26650/JECS2020-0034
  • Suna, H. E., Özer, M., Şensoy, S., Gür, B. S., Gelbal, S., & Aşkar, P. (2021). Türkiye’de akademik başarının belirleyicileri. Journal of Economy Culture and Society, 64, 143-162. https://doi.org/10.26650/JECS2021-934211
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Allyn & Bacon.
  • Trawick-Smith, J. (2014). Early childhood development (6th Edition). Pearson.
  • United Nations International Children's Emergency Fund. (2019). A world ready to learn: Prioritizing quality early childhood education. Retrieved December 20, 2021, from https://data.unicef.org/resources/a-world-ready-to-learn-repor

The Relationship of Preschool Attendance with Academic Achievement and Socioeconomic Status in Turkey

Yıl 2022, Cilt: 13 Sayı: 1, 54 - 68, 29.03.2022
https://doi.org/10.21031/epod.1060460

Öz

Preschool education plays a critical role in mitigating the opportunity gap between children through providing basic skills in early childhood. Within this scope, the G20 countries have implemented diverse policies to increase preschool attendance in their respective contexts. Turkey took solid steps to expand preschool education after 2010, leading to a significant increase in schooling rates. However, studies show that attendance in preschool education is still strongly linked with students’ socioeconomic status (SES) in Turkey. Thus, the present study aims to evaluate the relationship between preschool education attendance and students’ academic achievement in Turkey, and to determine the role of SES within this relationship. PISA and TIMSS data were used to study this relationship across age levels. Differences between schooling rates were analyzed with the z-ratio test for independent groups, and the significance of the differences between group means was analyzed through MANCOVA. The findings showed that access to preschool education increased significantly over the years, but despite these improvements, preschool attendance continued to be linked with SES. Students in higher SES quartiles demonstrated both higher schooling rates and longer participation in preschool education. The findings consistently indicated significant differences in preschool attendance between SES groups. While there were significant relationships between preschool attendance and academic achievement, these relationships were strongest for students aged 10–11. The relationship between preschool attendance and literacy for 15-year-old students was also significant, but the strength of this relationship was relatively weak. Lastly, this study revealed that the strength of the relationship between preschool education attendance and academic achievement decreases when SES is controlled. The results emphasized the importance of the recent steps taken by Turkey’s Ministry of National Education to increase access to preschool education.

Kaynakça

  • Ağırdağ, O., Yazici, Z., & Sierens, S. (2015). Trends in pre-schoolenrolment in Turkey: Unequal access and differential consequences. Comparative Education, 51(4), 537-554. https://doi.org/10.1080/03050068.2015.1081796
  • Akçay, A. (2016). The effect of taking preschool education on the development of linguistic skills of the students. Turkish Studies, 11(3), 15-28. https://doi.org/10.7827/TurkishStudies.9333
  • Anasız, B. T., Ekinci C. E., & Anasız, B. Y. (2018). The impact of pre-primary education on students’ academic achievement in later schooling years: TEOG exams. İnönü University Journal of the Faculty of Education, 19(2), 154-173. https://doi.org/10.17679/inuefd.374051
  • Arıkan, S., Özer, F., Şeker, V. & Ertaş, G. (2020). The importance of sample weights and plausible values in large-scale assessments. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 11(1), 43-60. https://doi.org/10.21031/epod.602765
  • Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255-269. https://doi.org/10.1080/02568543.2016.1273285
  • Barnett, W. S. (1998). Long-term effects on cognitive development and school success. In W. S. Barnett (Ed.), Early care and education for children in poverty: Promises, programs, and long-term results (pp. 11-44). State University of New York Press.
  • Bartik, T. (2011). Early childhood programs as an economic development tool: Investing early to prepare the future workforce. In O. Little, S. Eddy & K. Bogenschneider (Eds.), Preparing Wisconsin’s youth for success in the workforce (Briefing Report No. 31, pp. 27-40). Wisconsin Family Impact Seminars.
  • Bassok, D., Finch, J. E., Lee, R. H., Reardon, S. F., & Waldfogel, J. (2016). Socioeconomic gaps in early childhood experiences: 1998 to 2010. AERA Open, 2(3), 1–22. https://doi.org/10.1177/2332858416653924
  • Berlinski, S., Galiani, S., & Manacorda, M. (2008). Giving children a better start: Preschool attendance and school-age profiles. Journal of Public Economics, 92(5-6), 1416–1440. https://doi.org/10.1016/j.jpubeco.2007.10.007
  • Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, 1022622. https://doi.org/10.1016/j.ijedudev.2020.102262
  • Bronfenbrenner U. (1992). Ecological systems theory. In Vasta, R. (Ed.), Six theories of child development. Jessica Kingsley.
  • Bustamante, A. S., Dearing, E., Zachrisson, H. D., & Vandell, D. L. (2021). Adult outcomes of sustained high-quality early child care and education: Do they vary by family income? Child Development, 93(2), 502–523. https://doi.org/10.1111/cdev.13696
  • Cahan, E. D. (1989). Past caring: A history of U.S. preschool care and education for the poor, 1820–1965. National Center For Children In Poverty. Retrieved January 12, 2022, from https://www.researchconnections.org/sites/default/files/pdf/rc2088.pdf
  • Correia-Zanini, M. R. G., Marturano, E. M., & Fontaine, A. M. G. V. (2018). Effects of early childhood education attendance on achievement, social skills, behaviour, and stress. Educational Psychology, 35(3), 287-297. https://doi.org/10.1590/1982-02752018000300007
  • Cortazar, A., Molina, M. A., Selman, J., & Manosalva, A. (2020). Early childhood education effects on school outcomes: Academic achievement, Grade retention and school drop out. Early Education and Development, 31(3), 376-394. https://doi.org/10.1080/10409289.2019.1666445
  • Darragh, J. C. (2006). The environment as the third teacher (Report No. ED493517). ERIC. https://files.eric.ed.gov/fulltext/ED493517.pdf
  • Earle, A., Milovantseva, N., & Heymann, J. (2018). Is free pre-primary education associated with increased primary school completion? A global study. International Journal of Child Care and Education Policy, 12, 13. https://doi.org/10.1186/s40723-018-0054-1
  • Eğitimde Reform Girişimi ve Anne Çocuk Eğitim Vakfı (2016). Her çocuğa eşit fırsat: Türkiye’de erken çocukluk eğitiminin durumu ve öneriler. Retrieved January 2, 2022, from http://www.egitimreformugirisimi.org/wp-content/uploads/2017/03/ERG_HERKES-%C4%B0C%C4%B0N-ESIT-FIRSAT-TURKIYEDE-ERKEN-COCUKLUK-EGITIMININ-DURUMU-VE-ONERILER.web_.pdf
  • Eğitimde Reform Girişimi ve Anne Çocuk Eğitim Vakfı (2017). Türkiye’de erken çocukluk bakımı ve okul öncesi eğitime katılım. Retrieved January 2, 2022, from https://www.acev.org/wp-content/uploads/2018/01/Tu%CC%88rkiyede-Erken-C%CC%A7ocukluk-Bak%C4%B1m%C4%B1-ve-Okul-O%CC%88ncesi-Eg%CC%86itime-Kat%C4%B1l%C4%B1m-30.10.17.pdf
  • Erkan, S., & Kırca, A. (2010). A study on the effects of preschool education on primary first graders’ school preparedness. H. U. Journal of Education, 38, 94-106.
  • Erkan, S., & Topcu Bilir, Z. (2015). The effects of preschool education on first graders’ school Turkish language skills. Mehmet Akif Ersoy University Journal of Education Faculty, 35, 173-190. https://doi.org/10.21764/efd.21475
  • Ersan, O., & Rodriguez, M.C. (2020). Socioeconomic status and beyond: A multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey. Large-scale Assessments in Education, 8, 15. https://doi.org/10.1186/s40536-020-00093-y
  • Fahmi, M., & Jewelery, P. G. N. (2015). The effect of pre-school education on academic achievement in Indonesia. Working Paper in Economics and Development Studies. Retrieved January 5, 2022, from http://ceds.feb.unpad.ac.id/wopeds/201505.pdf
  • Gardinal-Pizato, E. C., Marturano, E. M., & Fontaine, A. M. G. V. (2012). Access to early childhood education and academic achievement in elementary school. Paidéia, 22(52), 187-196. https://doi.org/10.1590/S0103-863X2012000200005
  • Gülay, H., Akman, B., & Kargı, E. (2011). Social skills of first grade primary school students and preschool education. Education, 131(3), 663-679.
  • Health Affairs (2019). The effects of early care and education on children’s health. Health Policy Brief. Retrieved December 29, 2021, from https://www.healthaffairs.org/do/10.1377/hpb20190325.519221/full/HPB_2019_RWJF_11_w.pdf
  • Kamerman, S. B. (2006). A global history of early childhood education and care. Background paper prepared for the Education for All Global Monitoring Report 2007. UNESCO Publishing.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Nobel.
  • Karoly, L. A. (2016). The economic returns to early childhood education. Future of Children, 26(2), 37-55. https://doi.org/10.7249/RB9952
  • Kırca, M. A. (2007). Analysis of the preschool education’s effect on reading readiness of elementary school children of the first grade [Master’s thesis, Hacettepe University]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Kirk, R. H. (2003). Family support: The roles of early years’ centres. Children & Society, 17, 85–99. https://doi.org/10.1002/CHI.741
  • LaRoche, S., Joncas, M., & Foy, P. (2020). Sample design in TIMSS 2019. In M. O. Martin, M. von Davier & I. V. S. Mullis (Eds.), Methods and procedures: TIMSS 2019 technical report. Boston College, TIMSS & PIRLS International Study Center.
  • Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of economic opportunity? The Russell Sage Foundation Journal of The Social Sciences: RSF, 2(2), 123–141. https://doi.org/10.7758/RSF.2016.2.2.05.
  • McCoy, D. C., Yoshikawa, H., Ziol-Guest, K. M., Duncan, G. J., Schindler, H. S., Magnuson, K., Yang, R., Koepp, A., & Shonkoff, J. P. (2017). Impacts of early childhood education on medium- and long-term educational outcomes. Educational Researcher, 46(8), 474–487. https://doi.org/10.3102/0013189X17737739
  • Ministry of National Education (2021). Türkiye’de eğitimin 20 yılı (2000-2019). MEB.
  • Ministry of National Education (2022). Yüz yüze eğitime dönüşte 180 gün: 6 Ağustos 2021-6 Şubat 2022. MEB.
  • Organisation for Economic Co-operation and Development. (2017). Starting strong V: Transitions from early childhood education and care to primary education. OECD Publishing.
  • Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume II): Where all students can succeed. OECD Publishing.
  • Organisation for Economic Co-operation and Development. (2020). Early childhood education: Equity, quality and transitions. Retrieved November 29, 2021, from OECD Publishing. https://www.oecd.org/education/school/early-childhood-education-equity-quality-transitions-G20.pdf
  • Oktay, A. (1990). Türkiye’de okul öncesi eğitim. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2(2), 151-160.
  • Özer, M., & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Communications, 6(1), 1-7. https://doi.org/10.1057/s41599-020-0409-4
  • Özer, M., & Perc, M. (2021). Impact of social networks on the labor market inequalities and school-to-work transitions. Journal of Higher Education, 11(1), 38-50. https://doi.org/10.2399/yod.21.868353
  • Özer, M. (2021a). A new step towards narrowing the achievement gap in Turkey: “1,000 schools in vocational education and training” Project. Bartın University Journal of Faculty of Education, 10(1), 97–108. https://doi.org/10.1016/buefad.824697
  • Özer, M. (2021b). Eğitim politikalarında sistemik uyum. Maltepe Üniversitesi Yayınları.
  • Özer, M., Gençoğlu, C., & Suna, H. E. (2021a). Okul öncesi eğitimin Türkiye'de gelişimi ve eşitsizlikleri azaltmadaki rolü. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(1), 356-370. https://doi.org/10.30783/nevsosbilen.874222
  • Özer, M., Gençoğlu, C., & Suna, H. E. (2021b). Türkiye’de eğitimde eşitsizlikleri azaltmak için uygulanan politikalar. Ondokuz Mayıs Universitesi Eğitim Fakültesi, 39(2), 294–312. https://doi.org/10.7822/10.7822/omuefd.828176
  • Özer, M. (2022). Türkiye’de eğitimin evrenselleşmesi. Maltepe Üniversitesi Yayınları.
  • Presidency of the Republic of Turkey Strategy and Budget Directorate. (2021). 2021 yılı Cumhurbaşkanlığı yıllık programı. Retrieved January 2, 2022, from https://www.sbb.gov.tr/wpcontent/uploads/2020/11/2021_Yili_Cumhurbaskanligi_Yillik_Programi.pdf
  • Rolnick, A. J., & Grunewald, R. (2003). Early childhood development: Economic development with a high public return. Federal Reserve Bank of Minneapolis. Retrieved January 4, 2022, from https://www.minneapolisfed.org/article/2003/early-childhood-development-economic-development-with-a-high-public-return
  • Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39(2), 142-15. https://doi.org/10.3102/0013189X10363170
  • Smith, A. B. (2014). School completion/academic achievement-outcomes of early childhood education. Encyclopedia on Early Childhood Development. Retrieved December 28, 2021, from https://www.child-encyclopedia.com/pdf/expert/school-success/according-experts/school-completionacademic-achievement-outcomes-early-childhood
  • Suna, H. E., Tanberkan, H., Gür, B. S., Perc, M., & Özer, M. (2020). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, 61, 41-64. https://doi.org/10.26650/JECS2020-0034
  • Suna, H. E., Özer, M., Şensoy, S., Gür, B. S., Gelbal, S., & Aşkar, P. (2021). Türkiye’de akademik başarının belirleyicileri. Journal of Economy Culture and Society, 64, 143-162. https://doi.org/10.26650/JECS2021-934211
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Allyn & Bacon.
  • Trawick-Smith, J. (2014). Early childhood development (6th Edition). Pearson.
  • United Nations International Children's Emergency Fund. (2019). A world ready to learn: Prioritizing quality early childhood education. Retrieved December 20, 2021, from https://data.unicef.org/resources/a-world-ready-to-learn-repor
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Eren Suna 0000-0002-6874-7472

Mahmut Özer 0000-0001-8722-8670

Yayımlanma Tarihi 29 Mart 2022
Kabul Tarihi 17 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 13 Sayı: 1

Kaynak Göster

APA Suna, E., & Özer, M. (2022). The Relationship of Preschool Attendance with Academic Achievement and Socioeconomic Status in Turkey. Journal of Measurement and Evaluation in Education and Psychology, 13(1), 54-68. https://doi.org/10.21031/epod.1060460