Okul Öncesi Deneyimlerin Çocukların İlköğretim Fen Başarısına Etkisi

Abstract

Recent research on brain development suggests that early childhood education has longitudinal influences on children’s cognitive, socioemotional, and behavioral outcomes. The purpose of the study was to determine the effects of kindergarten science activities and children’s early science and reading performances on their elementary science achievement. A structural equation model was constructed utilizing data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), conducted by National Center for Educational Statistics. Results revealed positive effects of enriched science experiences and reading development in kindergarten on children’s science achievement at third grade. Children who were more frequently involved in science activities in a richer science environment in kindergarten had higher levels of science achievement at third grade.

Keywords

• Kindergarten,science achievement,activity-based curriculum

Okul Öncesi Deneyimlerin Çocukların İlköğretim Fen Başarısına Etkisi

Öz

Beyin gelişim araştırmaları okul öncesi eğitimin bilişsel, sosyal-duyusal ve davranışsal gelişim uzun dönemli etkilerini raporlamak. Bu çalışmanın amacı, anaokulunda önerilen fen etkinliklerinin anaokulundaki fen ve okuma becerilerinin ilköğretim üçüncü sınıftaki fen incelemektir. Çalışmada Ulusal Eğitim statistikleri Merkezi olmayan okul Öncesi Uzun Dönem Araştırması-Anaokulu Sınıfı 1998-99 veriler arası bir makro eşitlik modeli bulunmaktadır. Sonuçlar anaokuldaki zenginleştirilmiş fen deneyimleri ve okuma becerisi ilköğretim üçüncü sınıftaki fen üzerine olumlu etkileri olmuştur. Anaokulunda daha fazla fen önerlerine katılanlardır üçüncü sınıfta daha yüksek fen başarısı sergilediğini belirtilmektedir.

Anahtar Kelimeler

• Anaokulu, fen başarısı, etkinlik temelli öğretim programı

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