Özel Gereksinimli ve Tipik Gelişen Çocukların Ebeveynlerinin Ana Babalık Davranışlarının, Ev Okuryazarlığı Ortamlarına Etkisinin İncelenmesi

Öz

Bu araştırmanın genel amacı; özel gereksinimli ve tipik gelişim gösteren okul öncesi dönem çocukların ebeveynlerinin ana babalık davranışlarının ev okuryazarlık ortamını yordayıp yordamadığını belirlemektir. Bu genel amaç doğrultusunda 312 ebeveynden ev okuryazarlık ortamlarını değerlendirmesi ölçeği (EVOD) ve ana babalık davranışları ölçeği ile veri toplanmıştır. Katılımcı ebeveynlerin 223’ü tipik gelişim gösteren çocuğa, 80’i ise özel gereksinimli çocuğa sahiptir. EVOD puanları ebeveynlerin eğitim düzeyi, gelir durumu, çocuklarının gelişim durumu, birlikte kitap okuma etkinlikleri yapıp yapmama durumu ve kendi odasına sahip olma ve olmama durumuna göre ANOVA ve t-testi kullanılarak karşılaştırmalı olarak incelenmiştir. Ebeveynlerin çocuklarıyla birlikte kitap okuma durumları, kendi odasının olması ve eğitim düzeyine göre EVOD puanlarının anlamlı farklılık gösterdiği bulunmuştur. Ayrıca anababalık davranışları ölçeğinden alınan puanlar ile EVOD’dan alınan puanlar regresyon analizi ile incelenmiş tüm grupta anababalık davranışlarının ev okuryazarlık ortamını yordadığı sonucuna ulaşılmıştır. Tipik gelişim gösteren çocuğa sahip ebeveynlerin sadece olumlu anababalık davranışlarının ev okuryazarlık ortamını yordadığı, özel gereksinimli çocuğa sahip ebeveynlerin ise olumlu ve olumsuz anababalık davranışlarının birlikte ev okuryazarlık ortamını yordadığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

• anababalık davranışları
• ev okuryazarlığı
• özel gereksinimli çocuklar
• tipik gelişim gösteren çocuklar

Investigation of the Effects of Parenting Behaviors of Special Needs and Typically Developing Children’s Parents on Home Literacy Environment

Abstract

The general purpose of this study is to determine whether the parenting behaviours of parents of preschool children with special needs and typically developing preschool children predict the home literacy environment. In line with this general purpose, data were collected from 312 parents using the Home Literacy Environment Rating Scale (EVOD) and the Parenting Behaviours Scale. Of the participant parents, 223 had typically developing children and 80 had children with special needs. EVOD scores were analysed comparatively using ANOVA and t-test according to the parents' education level, income level, developmental status of their children, whether or not they did reading activities together, and whether or not they had their own room. It was found that the EVOD scores of the parents differed significantly according to their status of reading books with their children, having their own room and educational level. In addition, the scores obtained from the parenting behaviours scale and the scores obtained from EVOD were examined by regression analysis and it was concluded that parenting behaviours predicted the home literacy environment in the whole group. It was concluded that only positive parenting behaviours of parents with typically developing children predicted home literacy environment, while positive and negative parenting behaviours of parents with children with special needs predicted home literacy environment together.

Keywords

• parenting behaviors
• home literacy
• children with special needs
• typically developing children

Kaynakça

1. Abenawe, C. (2022). Evaluation of the relationship between socio-economic status and the quality of education in secondary schools in Ibanda District. IAA Journal Arts and Humanities, 9(1), 83-94.
2. Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Strange Situation Procedure (SSP) [Database record]. APA PsycTests. https://doi.org/10.1037/t28248-000
3. Ayoub, C., Vallotton, C. D., & Mastergeorge, A. M. (2011). Developmental pathways to integrated social skills: The roles of parenting and early intervention. Child development, 82(2), 583-600. https://doi.org/10.1111/j.1467-8624.2010.01549.x
4. Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82. https://doi.org/10.1207/s15326985ep3202_2
5. Baroody, A. E., & Diamond, K. E. (2012). Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties. Topics in Early Childhood Special Education, 32(2), 78–87. https://doi.org/10.1177/0271121410392803
6. Baumrind, D. (2005). Patrones de autoridad parental y autonomía adolescente. Nuevas direcciones para el desarrollo de niños y adolescentes.
7. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., & Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802-1817. https://doi.org/10.1111/j.1467-8624.2008.01227.x
8. Brenner, V., & Fox, R. A. (1999). An empirically derived classification of parenting practices. The Journal of Genetic Psychology, 160(3), 343-356. https://doi.org/10.1080/00221329909595404

9. Brown, R., Scull, J., Nolan, A. et al. Young learners: mapping the beliefs and practices of preschool teachers in relation to early literacy development. Aust. Educ. Res. 39, 313–331 (2012). https://doi.org/10.1007/s13384-012-0061-0
10. Burgess, S. (2005). The preschool home literacy environment provided by teenage mothers. Early Child Development and Care, 175(3), 249-258. https://doi.org/10.1080/0300443042000266303
11. Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading‐related abilities: A one‐year longitudinal study. Reading Research Quarterly, 37(4), 408-426. https://doi.org/10.1598/RRQ.37.4.4
12. Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001
13. Byrne, B.M. (2010). Structural equation modeling with amos: basic concepts, applications, and programming (2nd edition). New York: Taylor & Francis Group, LLC.
14. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934
15. DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16(1), 1-20. https://doi.org/10.1016/0193-3973(95)90013-6
16. Durbin, D. L., Darling, N., Steinberg, L., & Brown, B. B. (1993). Parenting style and peer group membership among European-American adolescents. Journal of Research on Adolescence, 3(1), 87-100.
17. Dynia, J. M., Lawton, K., Logan, J. A. R., & Justice, L. M. (2014). Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children With Autism and Their Peers. Topics in Early Childhood Special Education, 34(3), 142–153. https://doi.org/10.1177/0271121414536784
18. Essa, E. L., & Burnham, M. M. (2019). Introduction to early childhood education. Sage Publications.
19. Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 54(2), 65–75. https://doi.org/10.1037/h0087330
20. Farver, J. A. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children's emergent literacy skills. Developmental Psychology, 49(4), 775. https://doi.org/ 10.1037/a0028766
21. Foy, J., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24(1), 59-88. https://doi:10.1017/S0142716403000043
22. Griffin, E. A., & Morrison∗, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127(1), 233-243. https://doi.org/10.1080/0300443971270119
23. Guner, B. M. (2008). Maternal adolescent parenting behavior and child aggressive and inattentiveaggressive and inattentive behavior: Findings from the Early Head Start Research and Evaluation project (Doctoral dissertation, University of Maryland, College Park).
24. Guzmán‐Simón, F., Gil‐Flores, J., & Pacheco‐Costa, A. (2020). Home literacy environment and reading comprehension in Spanish primary education. Journal of Research in Reading, 43(2), 229-247. https://doi.org/10.1111/1467-9817.12299
25. Hazzard, A., Christensen, A. & Margolin, G. Children's perceptions of parental behaviors. J Abnorm Child Psychol 11, 49–59 (1983). https://doi.org/10.1007/BF00912177
26. Hoghughi, M. (2004). Parenting: an introduction. Handbook of parenting: Theory and research for practice, (Eds. Hoghughi, M and Long, N.) pp. 1-18. Sage Publishing
27. Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children's literacy development: A longitudinal analysis. Journal of Educational Psychology, 100(2), 252–271. https://doi.org/10.1037/0022-0663.100.2.252
28. Kalnak, N., & Sahlén, B. (2022). Description and prediction of reading decoding skills in Swedish children with Developmental Language Disorder. Logopedics Phoniatrics Vocology, 47(2), 84-91. https://doi.org/10.1080/14015439.2020.1839964
29. Kline, R.B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
30. Kobayashi, J. E. (2017). The longitudinal effects of parenting determinants on preschoolage parenting behaviors (Unpublished doctoral dissertation). Michigan State University, United States.
31. Laçin, E. (2022). Okul öncesi öğretmenlerinin erken okuryazarlık bilgi düzeyini ölçmeye yönelik bilgi testi geliştirme çalışması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (53), 150-172. https://doi.org/10.53444/deubefd.981337
32. Lifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24(3), 225-245. https://doi.org/10.1097/IYC.0b013e31821e995c
33. Lonigan, C. J. (2015). Literacy development. In L. S. Liben, U. Müller, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Cognitive processes (pp. 763–805). John Wiley & Sons, Inc.. https://doi.org/10.1002/9781118963418.childpsy218
34. Lovejoy, M. C., Weis, R., O'Hare, E., & Rubin, E. C. (1999). Development and initial validation of the Parent Behavior Inventory. Psychological Assessment, 11(4), 534–545. https://doi.org/10.1037/1040-3590.11.4.534
35. Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., ... & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1-14. https://doi.org/10.1016/j.ecresq.2020.10.007
36. Mete Yesil, A., Sencan, B., Omercioglu, E., & Ozmert, E. N. (2022). The impact of the COVID-19 pandemic on children with special needs: A descriptive study. Clinical Pediatrics, 61(2), 141-149. https://doi.org/10.1177/00099228211050223
37. Morrison, G., Woıka, M. J., & Breffnı, L. (2009). Early childhood education. Ohio: Charles Merrill.
38. Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary educational psychology, 38(1), 40-50. https://doi.org/10.1016/j.cedpsych.2012.10.001
39. Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3-4), 427-440. https://doi.org/10.1016/0885-2006(94)90018-3
40. Phillips, B. M., & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading, 13(2), 146-174. https://doi.org/10.1080/10888430902769533
41. Powers, S. J., Wang, Y., Beach, S. D., Sideridis, G. D., & Gaab, N. (2016). Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study. Annals of dyslexia, 66(3), 337-360. https://doi.org/10.1007/s11881-016-0134-2
42. Ricci, L. (2011). Home literacy environments, interest in reading and emergent literacy skills of children with Down syndrome versus typical children. Journal of Intellectual Disability Research, 55(6), 596-609. https://doi.org/10.1111/j.1365-2788.2011.01415.x
43. Roberts, J., Jergens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. https://doi.org/10.1044/1092-4388(2005/024)
44. Robins, L. N., & Rutter, M. (Eds.). (1990). Straight and devious pathways from childhood to adulthood. CUP Archive.
45. Ron Nelson, J., Benner, G. J., & Gonzalez, J. (2005). An Investigation of the Effects of a Prereading Intervention on the Early Literacy Skills of Children At Risk of Emotional Disturbance and Reading Problems. Journal of Emotional and Behavioral Disorders, 13(1), 3–12. https://doi.org/10.1177/10634266050130010101
46. Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental review, 14(3), 245-302. https://doi.org/10.1006/drev.1994.1010
47. Scott, T., 2007. Parenting and outcomes for children, Joseph Rowntree Foundation. United Kingdom. Retrieved from https://policycommons.net/artifacts/1799342/parenting-and-outcomes-for-children/2530986/ on 20 Oct 2022. CID: 20.500.12592/7t9hv6.
48. Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child development, 73(2), 445-460. https://doi.org/10.1111/1467-8624.00417
49. Sénéchal, M., Lefevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33(1), 96-116. https://doi.org/10.1598/RRQ.33.1.5
50. Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T. L., Justice, L. M., Pence, K. L., & Bowles, R. P. (2008). Reading trajectories of children with language difficulties from preschool through fifth grade. Language, Speech, and Hearing Services in Schools, 39(4), 475-486. https://doi.org/10.1044/0161-1461(2008/07-0016)
51. Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting Improvement After First-Grade Reading Difficulties: The Effects of Oral Language, Emergent Literacy, and Behavior Skills. Developmental Psychology, 41(1), 225–234. https://doi.org/10.1037/0012-1649.41.1.225
52. Stewart-Brown, S. L., Fletcher, L., & Wadsworth, M. E. (2005). Parent–child relationships and health problems in adulthood in three UK national birth cohort studies. The European Journal of Public Health, 15(6), 640-646. https://doi.org/10.1093/eurpub/cki049
53. Sulzby, E., & Teale, W. (1991). Emergent literacy. Handbook of reading research, 2, 727-757.
54. Tabachnick, B.G. & Fidell, L.S. (2014). Using Multivariate Statistics. (6. Baskı). US: Pearson.
55. Taylor, N. A., Greenberg, D., & Terry, N. P. (2016). The relationship between parents' literacy skills and their preschool children's emergent literacy skills. COABE Journal, 5(2), 5.
56. Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC.
57. Turgut, M. F., & Baykul, Y. (2015). Eğitimde ölçme ve değerlendirme (Yedinci Baskı). Pegem A yayıncılık, Ankara.
58. Uzuner, Y. (1997). Okuma ve yazma süreçleri arasındaki bağ. Çağdaş Eğitim, 22(228), 23-24.
59. You, X., Zhang, R., King, C. J., Gaab, N., & Yu, X. (2022). Chinese Version of the COVID-19 Home Environment Literacy Practices (COVID19-HELP) Questionnaire. https:/doi.org/ 10.31219/osf.io/5qn3x
60. Wang, Q., Ma, M., Li, M., Huang, Y., & Wang, T. (2022). Impact of home literacy environment on literacy development of children with intellectual disabilities: A moderated mediation model. Reading & Writing Quarterly, 38(2), 126-138. https://doi.org/10.1080/10573569.2021.1923099
61. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
62. Whitmore, K. F., Martens, P., Goodman, Y. M., & Owocki, G. (2004). Critical lessons from the transactional perspective on early literacy research. Journal of Early Childhood Literacy, 4(3), 291–325. https://doi.org/10.1177/1468798404047291