Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi

Figen Eroğlu Ada; Feyza Çorapçı; Elif Aysimi Duman

doi:10.26650/SP2022-1152303

Araştırma Makalesi

Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi

Yıl 2023, , 141 - 170, 08.05.2023

Figen Eroğlu Ada , Feyza Çorapçı , Elif Aysimi Duman

https://doi.org/10.26650/SP2022-1152303

Öz

Çevresel kaos yüksek seviyede gürültülü, düzensiz, kalabalık ve çocukların kendilerini güvende hissetmelerini sağlayan rutinlerin eksik olduğu mikrosistemleri tanımlamaktadır. Mevcut çalışmalar ev ortamındaki kaosun yarattığı karmaşıklığın, öngörülemezliğin ve dikkat dağıtıcı uyaranların çok olmasının bilişsel esneklik, çalışma belleği ve ketleyici kontrol bileşenlerinden oluşan yönetici işlev gelişimi ile negatif yönde ilişkili olduğuna işaret etmektedir. Ancak, okul öncesi eğitim kurumlarındaki çevresel kaosun yönetici işlev becerileri ile ilişkisi ve ev ortamındaki çevresel kaos düzeyi ile olan etkileşimi daha önce incelenmemiştir. Bu çalışmanın amacı, evdeki ve okul öncesi eğitim kurumlarındaki çevresel kaos ile çocukların yönetici işlev becerileri arasındaki ilişkiyi araştırmaktır. Çalışmaya 244 okul öncesi dönemdeki çocuk (%50’si kız, Ortyaş = 60.89 ± 8.39 ay) ile bu çocukların anne ve öğretmenleri katılmıştır. Anne tarafından doldurulan Aile Çevresi Kaos Ölçeği (AÇKÖ) ve öğretmen tarafından doldurulan Erken Çocukluk Programlarında Yaşam Ölçeği (EÇPYÖ) aracılığıyla sırasıyla evdeki ve okul öncesi eğitim kurumundaki kaos düzeyi ölçülmüştür. Çocukların yönetici işlev becerileri dört görevden oluşan bir batarya kullanılarak doğrudan gözlem yöntemiyle değerlendirilmiştir. Korelasyona dayalı bulgular, evdeki ve okul öncesi eğitim kurumundaki çevresel kaos ile çocukların yönetici işlev becerileri arasında istatistiksel olarak anlamlı ve negatif yönde ilişki olduğunu ortaya koymuştur. Çevresel kaosun temel ve etkileşimli ilişkilerinin incelendiği düzenleyici değişken analizi bulguları, evdeki ve okul öncesi eğitim kurumundaki çevresel kaos arasında anlamlı düzeyde bir etkileşim olduğunu göstermiştir. Bu etkileşim, evdeki kaos düzeyi yüksek olan çocuklar için okul öncesi eğitim kurumlarındaki sakin, yapılandırılmış ve öngörülebilir bir çevrenin koruyucu rolüne; öte yandan ev ve okul öncesi eğitim ortamlarının her ikisinin de yüksek düzeyde kaos içermesinin “çifte olumsuzluk” oluşturarak çocuklar için yüksek risk yaratan bir durum olduğuna işaret etmiştir. Çalışmadan elde edilen bulgular, uygulamaya yönelik olarak çevresel kaos düzeyi yüksek koşullarda yaşayan çocukların yönetici işlevlerini desteklemeye yönelik müdahale programlarının nasıl geliştirilebileceğine dair tartışılmıştır.

Anahtar Kelimeler

Evdeki çevresel kaos, okul öncesi eğitim kurumundaki çevresel kaos, yönetici işlevler, okul öncesi dönem

Destekleyen Kurum

Boğaziçi Üniversitesi Bilimsel Araştırma Projeleri

Proje Numarası

10120

Teşekkür

Araştırmaya sağladığı finansal destek için Boğaziçi Üniversitesi BAP’a ve sorumlu yazara sunduğu lisans ve lisansüstü eğitim bursları için Türkiye Bilimsel ve Teknolojik Araştırma Kurumuna (TÜBİTAK) teşekkürler.

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Examining the Relationship of Home and Child Care Chaos to Children’s Executive Functions

Yıl 2023, , 141 - 170, 08.05.2023

Figen Eroğlu Ada , Feyza Çorapçı , Elif Aysimi Duman

https://doi.org/10.26650/SP2022-1152303

Öz

Environmental chaos refers to microsystems with high levels of noise, disorganization, crowding, and a lack of routines that make children feel safe. Available studies point out that home chaos-related commotion, unpredictability, and sources of distraction are negatively associated with the development of executive functions, which consist of the components of cognitive flexibility, working memory, and inhibitory control. Meanwhile, no study has yet examined the relationship between executive functions and child care chaos or the interaction between home and child care chaos. The present study aims to investigate the relationship of home and child care chaos with children’s executive functions. The participants involve 244 preschoolers (121 girls and 123 boys, Mage = 60.89 ± 8.39 months), as well as their mothers and teachers. Home and child care chaos were measured respectively by having mothers fill out the Confusion, Hubbub, and Order Scale (CHAOS; Matheny et al., 1995) and the teachers fill out the Life in Early Childhood Programs Scale (LECP; Kontos & Wachs, 2000). Children’s executive functions were assessed using the direct observation method with a battery of four tasks. The correlation-based findings reveal statistically significant and negative associations for home and child care chaos with children’s executive functions. The study conducted a moderation analysis to test the main and interactive relations of home and child care chaos, with the result showing a significant interaction between the chaos levels in both environments. These findings point to the protective role of a calm, structured, and predictable environment in child care for children with high levels of home chaos. On the other hand, high levels of environmental chaos both at home and child care pose the greatest risk for children by creating a double jeopardy. The study discusses these findings in terms of practical applications for intervention programs that aim to support the executive functions of children who are exposed to high levels of environmental chaos.

Anahtar Kelimeler

Home chaos, child care chaos, executive functions, preschool period

Proje Numarası

10120

Kaynakça

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Toplam 103 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Araştırma Makalesi
Yazarlar	Figen Eroğlu Ada 0000-0002-4331-1656 Feyza Çorapçı 0000-0003-4174-4893 Elif Aysimi Duman 0000-0003-0973-6869
Proje Numarası	10120
Yayımlanma Tarihi	8 Mayıs 2023
Gönderilme Tarihi	1 Ağustos 2022
Yayımlandığı Sayı	Yıl 2023

Kaynak Göster

APA	Eroğlu Ada, F., Çorapçı, F., & Duman, E. A. (2023). Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi. Studies in Psychology, 43(1), 141-170. https://doi.org/10.26650/SP2022-1152303
AMA	Eroğlu Ada F, Çorapçı F, Duman EA. Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi. Studies in Psychology. Mayıs 2023;43(1):141-170. doi:10.26650/SP2022-1152303
Chicago	Eroğlu Ada, Figen, Feyza Çorapçı, ve Elif Aysimi Duman. “Ev Ortamı Ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri Ile İlişkisinin İncelenmesi”. Studies in Psychology 43, sy. 1 (Mayıs 2023): 141-70. https://doi.org/10.26650/SP2022-1152303.
EndNote	Eroğlu Ada F, Çorapçı F, Duman EA (01 Mayıs 2023) Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi. Studies in Psychology 43 1 141–170.
IEEE	F. Eroğlu Ada, F. Çorapçı, ve E. A. Duman, “Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi”, Studies in Psychology, c. 43, sy. 1, ss. 141–170, 2023, doi: 10.26650/SP2022-1152303.
ISNAD	Eroğlu Ada, Figen vd. “Ev Ortamı Ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri Ile İlişkisinin İncelenmesi”. Studies in Psychology 43/1 (Mayıs 2023), 141-170. https://doi.org/10.26650/SP2022-1152303.
JAMA	Eroğlu Ada F, Çorapçı F, Duman EA. Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi. Studies in Psychology. 2023;43:141–170.
MLA	Eroğlu Ada, Figen vd. “Ev Ortamı Ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri Ile İlişkisinin İncelenmesi”. Studies in Psychology, c. 43, sy. 1, 2023, ss. 141-70, doi:10.26650/SP2022-1152303.
Vancouver	Eroğlu Ada F, Çorapçı F, Duman EA. Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi. Studies in Psychology. 2023;43(1):141-70.

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Psikoloji Çalışmaları / Studies In Psychology / ISSN- 1304-4680