THE RELATIONSHIP BETWEEN ACADEMIC AND SOCIAL-EMOTIONAL SCHOOL READINESS AND SELF-REGULATION SKILLS

Yıl 2021, , 1090 - 1104, 01.07.2021

Gülden Uyanık , Dilan Bayındır , Şeyma Değirmenci

https://doi.org/10.17755/esosder.811871

Cited By: 5

Öz

AKADEMİK VE SOSYAL DUYGUSAL OKULA HAZIR BULUNUŞLUK İLE ÖZ DÜZENLEME BECERİLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Öz

Bu araştırma, anasınıfına devam eden çocukların akademik ve sosyal-duygusal okula hazırbulunuşluğu ile öz düzenleme becerileri arasındaki ilişkiyi incelemeyi amaçlamaktadır. Araştırma kapsamında; 1) Okul öncesi dönem çocukların kavram bilgi düzeyleri öz düzenleme becerilerine göre farklılık göstermekte midir? 2) Öz düzenleme beceri düzeyleri ile sosyal duygusal okul olgunluğu arasındaki ilişki nedir? sorularına yanıt aranmıştır. Tarama modeline göre tasarlanan araştırmaya, 63’ü (%48.8) kız, 65’i (%50.4) erkek olmak üzere toplam 129 çocuk ve bu çocukların okul öncesi öğretmenleri katılmıştır. Çalışmada veri toplama aracı olarak, demografik bilgi formu, Boehm Temel Kavramlar Testi, (Balat-Uyanık, 2003), 60-72 Aylık Çocuklar için Sosyal Duygusal Okul Olgunluğu Ölçeği -SDOO (Balat-Uyanık, Değirmenci ve Malıyok, 2017), Öz Düzenleme Becerileri Ölçeği -ÖDBÖ (Bayındır ve Ural, 2016) kullanılmıştır. Bulgular, anasınıfına devam eden çocukların hem akademik okula hazırbulunuşluk düzeyleri ve öz düzenleme becerileri arasında, hem de sosyal duygusal okula hazır bulunuşluk düzeyleri ile öz düzenleme becerileri arasında anlamlı ilişki olduğunu göstermiştir. Araştırmanın sonuçları, öz düzenleme becerilerinin okula hazırbulunuşluk için önemini ve desteklenmesi gerektiğini bir kez daha ortaya koymuştur.

Anahtar Kelimeler

okula hazırbulunuşluk, kavram gelişimi, sosyal-duygusal hazırbulunuşluk, öz düzenleme

Kaynakça

• Alexander, K.L., Entwisle, D.R., & Dauber, S.L. (1993). First-grade classroom behavior: Its shortand long-term consequences for school performance. Child Development, 64, 801–814.
• Balat Uyanık, G., Değirmenci, Ş. & Malıyok, G. (2015). Okul öncesi dönem Sosyal Duygusal Okul Olgunluğu Ölçeği Geçerlik ve Güvenirlik Çalışması, Hacettepe Üniversitesi V. Uluslararası Okul Öncesi Kongresi.
• Balat Uyanık, G. (2003). Altı yaş grubu korunmaya muhtaç ve ailesinin yanında kalan çocukların okula hazır bulunuşluk ile ilgili temel kavram bilgilerinin karşılaştırılması, H.Ü. Sağlık Bilimleri Enstitüsü, Çocuk Gelişimi ve Eğitimi, Yayımlanmamış Doktora Tezi, Ankara.
• Bayındır, D. & Biber, K. (2019). 60-72 Aylık Çocukların Okula Hazır Bulunuşluk Düzeyleri ile Öz Düzenleme Beceri Düzeyleri Arasındaki İlişkinin İncelenmesi, Kalem Eğitim ve İnsan Bilimleri Dergisi, 9(1), 135-154, doi: 10.23863/kalem.2018.105.
• Bayındır, D. ve Ural, O. (2016). Öz Düzenleme Becerileri Ölçeği’nin geliştirilmesi, Uluslararası Online Eğitim Bilimleri Dergisi, 8(4), 119-132. Doi: 10.15345/iojes.2016.04.011
• Becker, D. R., Miao, A., Duncan, R. & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29, 411-424.
• Blair, C. (2002). School Readiness. American Psychologist, 57, 111-127.
• Blair, C. & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731.
• Boehm, A. E. (2001). Boehm Test of Basic Concept Manual, A Harcourt Assesment Company, USA.
• Boehm, A. E., Classon, B., & Kelly, M. (1986). Preschool teachers’ spoken use of basic concepts. Unpublished manuscript,Teachers College, Columbia University, New York.
• Booth, A. E., &Waxman, S. R. (2002).Word learning is ‘smart’: Evidence that conceptual information affects preschoolers’ extension of novel words. Cognition, 84(1), B11-B-22.
• Bracken, B. A. (2002). Bracken School Readiness Assessment. San Antonio, TX: The Psychological Corporation.
• Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1-12.
• Charlesworth, R.&Lind, K.(195), Mathandscienceforyoungchildren.(2nded.). Albany, NY: Delmar.
• Chen, S. H., Main, A., Zhou, Q., Bunge, S. A., Lau, N., & Chu, K. (2015). Effortful control and early academic achievement of Chinese American children in immigrant families. Early Childhood Research Quarterly, 30, 45-56.
• Cooper, D.H., & Farran, D.C. (1988). Behavioral risk factors in kindergarten. Early Childhood Research Quarterly, 3, 1–19.
• Coplan, R. J., Gavinski-Molina, M., Lagacé-Séguin, D. G., & Wichmann, C. (2001). When girls versus boys play alone: Nonsocial play and adjustment in kindergarten. Developmental Psychology, 37, 464–474. http://dx.doi.org/10.1037//0012-1649.37. 4.464.
• Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16–29. https://doi.org/dnbgfh
• Denham, S. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development. 17(1), 57–89.
• Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387–1388. doi:10.1126/science.1151148
• Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2, 171–189.
• Downer, J. T., & Pianta, R. C. (2006). Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences. School Psychology Review, 35, 11–30.
• Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither opportunity, 47-70.
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi:10.1037/0012-1649.43.6.1428.
• Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2007). Early schooling: The handicap of being poor and male. Sociology of Education, 80(2), 114-138.
• Hamre, B. K. & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2):625–38.
• Kaufman, A. S., & Kaufman, N. L. (1977). Clinical evaluation of young children with the McCarthy Scales. Orlando: FL: Grune & Stratton.
• Kitsantas, A. (2002). Test preparation and test performance: A self- regulatory analysis. Journal of Experimental Education, 41, 231–240.
• Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20(1), 42-68.
• Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment? Child Development, 61, 1081–1100. http://dx.doi.org/10.2307/1130877.
• Ladd, G. W., Birch, S. H. & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
• Ladd, G. W., Buhs, E. S., & Seid, M. (2000). Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46, 255–279.
• Ladd, G. W., Herald, S. L., & Kochel, K. P. (2006). School readiness: Are there social prerequisites? Early Education and Development, 17(1), 115–150. doi:10.1207/s15566935eed1701_6
• Ladd, G. W.& Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72, 1579-1601.
• Ladd, G.W., & Price, J.M. (1987). Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168–1189.
• Lind, K. K. (1998). Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills. https://files.eric.ed.gov/fulltext/ED418777.pdf adresinden 14 ekim 2020 tarihinde erişim sağlanmıştır.
• Malecki, C. K., & Elliott, S. N. (2002). Children's social behaviors as predictors of academic achievement: a longitudinal analysis. School Psychology Quarterly, 17( 1 ), 1-23.
• McClelland, M. M. & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically-valid measures. Child Development Perspectives, 6, 136-142, doi: 10.1111/j.1750- 8606.2011.00191.x.
• McClelland, M. M., Acock, A. C. & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490.
• McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M.E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 1-14.
• McClelland, M. M., Morrison, F. J. & Holmes, D. L. (2000). Children at-risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.
• McDermott, P. A., Watkins, M. W., Rovine, M. J., & Rikoon, S. H. (2013). Assessing changes in socioemotional adjustment across early school transitions—New national scales for children at risk. Journal of School Psychology, 51, 97–115. http://dx.doi. org/10.1016/j.jsp.2012.10.002.
• Murray, E., & Harrison, L. J. (2005). Children’s perspectives on their first year ofschool: Introducing a new pictorial measure of school stress. European Early Childhood Education Research Journal, 13, 111–127. http://dx.doi.org/10.1080/13502930585209591.
• O’Connor E, McCartney K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. Am. Educ. Res. J. 44(2):340–69.
• O’Farrelly, C., Booth, A., Tatlow-Golden, M. & Barker, B. (2018). Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly , https://doi.org/10.1016/j.ecresq.2018.12.001.
• Panter, J.E. & Bracken, B.A. (2009). Validity Of The Bracken School Readiness Assessment For Predicting First Grade Readiness, Psychology in the Schools, 46(5), 397-409.
• Pears, K. C., Fisher, P. A., & Bronz, K. D. (2007). An intervention to promote social emotional school readiness in foster children: Preliminary outcomes from a pilot study. School Psychology Review, 36(4), 665-673.
• Perry, K. R., & Weinstein, R. S. (1998). The Social Context of Early Schooling and Children's School Adjustment. Educational Psychologist, 33(4), 177-194.
• Peters, S. (2003). “I didn’t expect that I would get tons of friends more each day”:Children’s experiences of friendship during the transition to school. Early Years: An International Research Journal, 23, 45–53. http://dx.doi.org/10.1080/0957514032000045564.
• Pianta, R. C., Cox, M. J., & Snow, K. L. (2007). School readiness and the transition to kindergarten in the era of accountability. Baltimore: Paul H. Brookes Publishing Co.
• Ramey, C. T. & Ramey, S. L. (2004). Early Learning and School Readiness: Can Early Intervention Make a Difference? Merrill-Palmer Quarterly, 50 (4), 471-491.
• Raver, C. C., & Knitze, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. Columbia University: National Centre for Children in Poverty.
• Raver, C. C., & Zigler, E. (2004). Another step back? Assessing readiness in Head Start. Young Children, 59(1), 58–63.
• Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L. & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4):958–72.
• Romano, E., Babchishin, L., Pagani, L. S., & Kohen, D. (2010). School readiness and later achievement: Replication and extension using a nationwide Canadian survey. Developmental Psychology, 46, 995–1007. http://dx.doi.org/10.1037/a0018880.
• Roorda, D. L., Koomen, H. M., Spilt, J.L. & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: a meta-analytic approach. Review of Educational Research, 81(4):493–529.
• Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20-31.
• Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33, 359-382. Doi: 10.3102/00028312033002359.
• Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125-151). Manwah, NJ: Lawrence Erlbaum.
• Scott-Little, C., Kagan, S. L., & Frelow, V. (2006). Coneptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21, 153–173. https://doi.org/10.1016/j. ecresq.2006.04.003
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neigh borhoods: The science of early childhood development. Washington, DC: National Academy Pr.
• Spilt, J.L, Hughes, J.N., Wu, J.Y. & Kwok, O. M. (2012). Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children’s academic success. Child Development. 83(4):1180–95.
• Teo, A., Carlson, E., Mathieu, P. J., Egeland, B., & Sroufe, L. A. (1996). A prospective longitudinal study of psychosocial predictors of achievement. Journal of School Psychology, 34(3), 285-306.
• Valiente, C., Lemery-Chalfant, K., & Castro, K. S. (2007). Children’s effortful control and academic competence: Mediation through school liking. Merrill-Palmer Quarterly, 53, 1–25.
• Xia, M., Fosco, G. M., & Feinberg, M. E. (2016). Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success. Journal of Family Psychology, 30(4), 442.
• Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183.