BibTex RIS Kaynak Göster

The Effects of Day Care Quality on First Grade Children’s Social Competence and Academic Achievement

Yıl 2011, Cilt: 33 Sayı: 33, 123 - 140, 10.10.2013

Öz

The effects of pre-school care quality on the social competence and academic achievement of primary school children were investigated. 101 6 year-old children were selected from 13 different pre-schools. They were then followed at the end of the first semester of the first year in the primary schools. Their social competencies were evaluated by teacher ratings and academic achievements were evaluated by both teacher ratings and school grades. The results showed that in terms of social competence, both square footage per child and developmentally appropriate activities in the pre-schools predicted aggression towards peers at the primary school. In terms of academic achievement, developmentally appropriate activities and teachers’ education predicted the teacher rated academic skills. In addition, Turkish and Mathematic grades were predicted by maternal education level.
Key words: Pre-schools, structural quality measures, social competence, academic achievement

Kaynakça

  • Andersson, B. E. (1989). Effects of public day care: A longitudinal study. Child Development, 60, 857-866.
  • Andersson, B. E. (1992). Effects of day care on cognitive and socioemotional competence of thirteen-year-old Swedish school children. Child Development, 63, 20-36.
  • Belsky, J., Burchinal, M., McCartney, K., Vandell, D.L., Clarke-Stewart, K.L., & Owen, M.T. (2007). Are there long- term effects of early child care? Child Development,78, 681-701.
  • Bjorkman, S., Poteat, G.M.,& Snow, C.W. (1986). Environmental ratings and children’s social behavior: Implications for the assessment of day care quality. American Journal of Orthopsychiatry, 56, 271-277.
  • Buntaine, R. L., & Costenbader, V.K. (1997). The effectiveness of a transitional prekindergarten program on later academic achievement. Psychology in the Schools, 34, 41-50.
  • Burchinal, M. R., Roberts, J. E., Nabors, L. A., & Bryant, D. M. (1996).Quality of center child care and infant cognitive and language development. Child Development, 67, 606-620.
  • Burchinal, M. R., Roberts, J., Riggins, R., Zeisel, S., Neebe E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71, 339-357.
  • Burchinal, M. R., & Cryer, D. (2003). Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly, 18, 401-426.
  • Burts, D.C., Hart, C.H., Charlesworth, R., DeWolf, D.M., Ray, J., Manuel, K.,& Fleege, P.O. (1993). Developmental appropriatness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education, 8, 23-31.
  • Cochran, M. M. (1977). A comparison of group day care and family child rearing patterns in Sweden. Child Development, 48, 702-707.
  • Cornelius, S. W., & Deney, N. W. (1975). Dependence in day-care and home-care children. Developmental Psychology, 11, 575-582.
  • Cummings, E. M. (1980). Caregiver stability and day care. Developmental Psychology, 16, 31-37.
  • Çınar, F. (1990). Effects of preschool education on children’s social development. Unpublished master’s thesis, University of Boğaziçi, İstanbul, Turkey.
  • Deater-Deckard, K., Pinkerton, R., & Scarr, S. (1996). Child care quality and children’s behavioral adjustment: A four-year longitudinal study. Journal of Child Psychology and Psychiatry, 37, 973-948.
  • De Schipper, J. C., Van Ijzendoorn M. H., & Tavecchio, L.W.C.(2004). Stability in center day care: Relations with children’s well-being and problem behavior in day care. Social Development, 13, 531-550.
  • De Schipper, J. C., Tavecchio, L.W.C., Van Ijzendoorn M. H, & Linting, M. (2003). The relation of flexible child care to quality of center day care and children’s socioemotional functioning: A survey and observatioanl study. Infant Behavior and Development, 26, 300-325.
  • Doyle, A. B. (1975). Infant development in day care. Developmental Psychology, 11, 655-656.
  • Field, T. (1991). Quality infant day care and grade school behavior and performance. Child Development, 62, 863-870.
  • Haskins, R. (1985). Public school agression among children with varying day care experience. Child Development, 56, 689-703.
  • Fusaro, J. A.(1997). The effect of full day kindergarten on student achievement: A metaanalysis. Child Study Journal, 27,269-277.
  • Ghazvini, A., & Mullis, R L. (2002). Center-based care for young children: Examining predictors of quality. Journal of Genetic Psychology, 163, 112-125.
  • Hagekul B., & Bohlin G. (1995). Day care quality, family and child characteristics and socio-emotional development. Early Childhood Research Quarterly, 10, 505-526.
  • Holloway, S. D., & Reichhart-Erickson, M. (1988). The relationship of day care quality to children’s free-play behavior and social problem-solving skills. Early Childhood Research Quarterly, 3, 39-53.
  • Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relationships. Social Development, 9, (2)1991-204.
  • Howes, C. (1983). Caregiver behavior in center and family day care. Journal of Applied Developmental Psychology, 4, 99-107.
  • Howes, C. (1988). Relations between early child care and schooling. Developmental Psychology, 24, 53-57.
  • Howes, C., Phillips, D.A.,& Whitebook, M.(1992). Thresholds of quality: Implications for the social development of children in center ased child care. Child Development, 63, 449-460.
  • Howes, C.,& Rubenstein, J.L. (1985). Determinants of toddlers’experience in day care: Age of entry and quality of setting.Child Care Quarterly, 14, 140-151.
  • Kağıtçıbaşı C., Sunar D. ve Bekman S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Journal of Applied Developmental Psycholog, 22 (4), 333-361.
  • Kozcu, Ş. (1987). Anaokuluna giden çocuklarda saldırgan davranışların ve anne tepkilerinin incelenmesi. Psikoloji Dergisi, 6, 23-26.
  • Lamb, M. E. (1998). Nonparental childcare: Context, quality, correlates, and consequences. In Damon, W., Sigel, I. E., & Renningger, K. A. (Eds.), Handbook of child psychology fifth edition child psychology in practice. NewYork: John Wiley & Sons Inc.
  • Love, J. M., Harrison, L., Sagi-Schwartz, A., Van Ijzendoorn, M. H., Ross, C., Ungerer, J. A., Raikes, H., Brady-Smith, C., Boller, K., Brooks-Gunn, J., Constantine, J, Kisker, E. E., Paulsell, D., Chazan-Cohen, R. (2003). Child care quality matters: How conclusions may vary with context. Child Development, 74, 1021-1033.
  • Mantzicopoulos, P. (2003). Academic and school adjustment outcomes following placement in a developmental first-grade program. Journal of Educational Research, 97 (2), 90-105.
  • Marcon, R. A. (1999). Differential impact of preschool models on the development and early learning of iner-city children: A three-cohort study. Developmental Psychology, 35, 358-375.
  • McCartney, K. (1984). Effects of quality day care environment on children’s language development. Developmental Psychology, 20, 244-260.
  • Micozkadıoğlu, İ. İ. (2000). The effects of day care experience on children’s social competence and academic achievement: A longitudinal study. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Micozkadıoğlu İ. İ. ve Berument, S.K. (2003).Okul öncesi kurumların kalitesi ve çocukların sosyal yeterliği. Türk Psikoloji Dergisi, 18 (51), 79-93.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2001). Child care and children’s peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72, 1478-1500.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2002). Child care structure, proces, outcome: Direct and indirect effects of child care quality on young children’s development. Psychological Science, 13, 199-206.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2003). Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74, 1639-1662.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2004). Are child developmental outcomes related to before-and afterschool care arrangements? Results from the NICHD study of early child care. Child Development, 75, 280-295.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2005). Child care and child development results from the NICHD study of early child care and youth development. New York: The Guildford Press.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2006). Child-Care Effect sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61, 99-116.
  • O’Connel, J. C., & Farran, D. C. (1982). Effects of day care experience on the use of international communicative behaviors in a sample of socioeconomically depressed infants. Developmental Psychology, 18, 22-29.
  • Ömeroğlu, E. (1990). Anaokuluna giden beş-altı yaşındaki çocukların sözel yaratıcılıklarının gelişimine yaratıcı drama eğitiminin etkisi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara, Türkiye.
  • Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R.M., Culkin, M.L., Howes, C., Kagan S.L.,& Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534-1553.
  • Petrogiannis, K.(1999). Greek day care centers’ quality, caregiver-child interaction and their developmental effects. Paper presented at the meeting of the IX. European Conference on the Developmental Psychology, Spetses, Greece.
  • Petrogiannis, K. (2002). Greek day care centers. International Journal of Early Years Education, 10, 137-148.
  • Phillips, D. A., McCartney, K.,& Scarr, S. (1987). Child care quality and children’ social development. Developmental Psychology, 23, 537-543. 140
  • Phillips, D. A., Scarr, S.,& McCartney, K. (1993). Dimensions and effects of child care quality: The Bermuda study. In D.A. Phillips (Ed.), Qualiy in child care: What does research tell us? (pp.42-56).Washington, DC: National Association for the Education of Young Children.
  • Scarr, S. (1998). American child care today. American Psychologist, 53, 95-108.
  • Schwartz, J. C., Strickland, R. G., & Krolick, G. (1974). Infant day care: Behavioral effects at preschool age. Developmental Psychology, 10, 502-506.
  • Schindler, P.J., Moely, B. E., & Frank, A. (1987).Time in day care and social participation of young children. Developmental Psychology, 23,255-261.
  • Stipek, D., Feiler, R., Daniels, D.,& Melburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223.
  • Sümer, N., ve Güngör, D. (1999). Çocuk yetiştirme stillerinin bağlanma stilleri, benlik değerlendirmeleri ve yakın ilişkiler üzerindeki etkisi. Türk Psikoloji Dergisi, 14 (44), 35-58.
  • Türkiye İstatistik Kurumu (Elektronik bilgi) (2008). Eğitim istatistikleri. Ankara: Türkiye İstatistik Kurumu.
  • Türkiye Cumhuriyeti Milli Eğitim Bakanlığı İlköğretim Genel Müdürlüğü (1997). İlköğretim okulu programı. Ankara: T.C. Milli Eğitim Bakanlığı.
  • Vandell, D. L., Henderson, V. K., & Wilson, K. S. (1988). A longitudinal study of children with day care experiences of varying quality. Child Development, 59, 1286-1292.
  • Vandell, D. L., & Powers, C. P. (1983). Day care quality and children’s free play activities. American Journal of Orthopsychiatry, 53, 493-500.
  • Volling B. L., & Feagans, L. V. (1995). Infant day care and children’s social competence. Infant Behavior and Development, 18, 177-188.
  • Zigler, E.F. (1987). Formal schooling for four-year-olds? No. American Psychologist, 42, 254-260.

OKUL ÖNCESİ KURUM KALİTESİNİN İLKÖĞRETİM BİRİNCİ SINIF ÇOCUKLARININ SOSYAL YETERLİĞİ VE AKADEMİK BAŞARISINA ETKİSİ

Yıl 2011, Cilt: 33 Sayı: 33, 123 - 140, 10.10.2013

Öz

Bu çalışmada okul öncesi kurum kalitesinin, çocukların ilköğretim birinci sınıftaki
sosyal yeterliğine ve akademik başarısına olan etkisi incelenmiştir. Bu etkiyi incelemek
için okul öncesi kuruma devam eden 6 yaşındaki 101 çocuk bir sonraki yıl takip edilerek,
sosyal yeterlik açısından ilköğretim öğretmenleri tarafından değerlendirilmiştir. Çocukların
akademik başarıları ise, hem öğretmenler tarafından, hem de ilköğretim birinci sınıf, birinci
dönem sonu not ortalamalarına bakılarak değerlendirilmiştir. Sosyal yeterlik açısından
bakıldığında, ilköğretim döneminde akranlara karşı saldırganlık, okul öncesi kurumdaki
çocuk başına düşen alan miktarı ve çocukların gelişim düzeyine uygun aktiviteler tarafından
anlamlı olarak yordanmıştır. Akademik beceriler ise çocukların gelişim düzeyine uygun
aktiviteler ve eğitmenin eğitim seviyesi ile ilişkili bulunmuştur. Çocukların karne notları
değerlendirildiğinde ise, Türkçe ve Matematik dersleri, annenin eğitim düzeyi tarafından
anlamlı olarak yordanmıştır.

Kaynakça

  • Andersson, B. E. (1989). Effects of public day care: A longitudinal study. Child Development, 60, 857-866.
  • Andersson, B. E. (1992). Effects of day care on cognitive and socioemotional competence of thirteen-year-old Swedish school children. Child Development, 63, 20-36.
  • Belsky, J., Burchinal, M., McCartney, K., Vandell, D.L., Clarke-Stewart, K.L., & Owen, M.T. (2007). Are there long- term effects of early child care? Child Development,78, 681-701.
  • Bjorkman, S., Poteat, G.M.,& Snow, C.W. (1986). Environmental ratings and children’s social behavior: Implications for the assessment of day care quality. American Journal of Orthopsychiatry, 56, 271-277.
  • Buntaine, R. L., & Costenbader, V.K. (1997). The effectiveness of a transitional prekindergarten program on later academic achievement. Psychology in the Schools, 34, 41-50.
  • Burchinal, M. R., Roberts, J. E., Nabors, L. A., & Bryant, D. M. (1996).Quality of center child care and infant cognitive and language development. Child Development, 67, 606-620.
  • Burchinal, M. R., Roberts, J., Riggins, R., Zeisel, S., Neebe E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71, 339-357.
  • Burchinal, M. R., & Cryer, D. (2003). Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly, 18, 401-426.
  • Burts, D.C., Hart, C.H., Charlesworth, R., DeWolf, D.M., Ray, J., Manuel, K.,& Fleege, P.O. (1993). Developmental appropriatness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education, 8, 23-31.
  • Cochran, M. M. (1977). A comparison of group day care and family child rearing patterns in Sweden. Child Development, 48, 702-707.
  • Cornelius, S. W., & Deney, N. W. (1975). Dependence in day-care and home-care children. Developmental Psychology, 11, 575-582.
  • Cummings, E. M. (1980). Caregiver stability and day care. Developmental Psychology, 16, 31-37.
  • Çınar, F. (1990). Effects of preschool education on children’s social development. Unpublished master’s thesis, University of Boğaziçi, İstanbul, Turkey.
  • Deater-Deckard, K., Pinkerton, R., & Scarr, S. (1996). Child care quality and children’s behavioral adjustment: A four-year longitudinal study. Journal of Child Psychology and Psychiatry, 37, 973-948.
  • De Schipper, J. C., Van Ijzendoorn M. H., & Tavecchio, L.W.C.(2004). Stability in center day care: Relations with children’s well-being and problem behavior in day care. Social Development, 13, 531-550.
  • De Schipper, J. C., Tavecchio, L.W.C., Van Ijzendoorn M. H, & Linting, M. (2003). The relation of flexible child care to quality of center day care and children’s socioemotional functioning: A survey and observatioanl study. Infant Behavior and Development, 26, 300-325.
  • Doyle, A. B. (1975). Infant development in day care. Developmental Psychology, 11, 655-656.
  • Field, T. (1991). Quality infant day care and grade school behavior and performance. Child Development, 62, 863-870.
  • Haskins, R. (1985). Public school agression among children with varying day care experience. Child Development, 56, 689-703.
  • Fusaro, J. A.(1997). The effect of full day kindergarten on student achievement: A metaanalysis. Child Study Journal, 27,269-277.
  • Ghazvini, A., & Mullis, R L. (2002). Center-based care for young children: Examining predictors of quality. Journal of Genetic Psychology, 163, 112-125.
  • Hagekul B., & Bohlin G. (1995). Day care quality, family and child characteristics and socio-emotional development. Early Childhood Research Quarterly, 10, 505-526.
  • Holloway, S. D., & Reichhart-Erickson, M. (1988). The relationship of day care quality to children’s free-play behavior and social problem-solving skills. Early Childhood Research Quarterly, 3, 39-53.
  • Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relationships. Social Development, 9, (2)1991-204.
  • Howes, C. (1983). Caregiver behavior in center and family day care. Journal of Applied Developmental Psychology, 4, 99-107.
  • Howes, C. (1988). Relations between early child care and schooling. Developmental Psychology, 24, 53-57.
  • Howes, C., Phillips, D.A.,& Whitebook, M.(1992). Thresholds of quality: Implications for the social development of children in center ased child care. Child Development, 63, 449-460.
  • Howes, C.,& Rubenstein, J.L. (1985). Determinants of toddlers’experience in day care: Age of entry and quality of setting.Child Care Quarterly, 14, 140-151.
  • Kağıtçıbaşı C., Sunar D. ve Bekman S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Journal of Applied Developmental Psycholog, 22 (4), 333-361.
  • Kozcu, Ş. (1987). Anaokuluna giden çocuklarda saldırgan davranışların ve anne tepkilerinin incelenmesi. Psikoloji Dergisi, 6, 23-26.
  • Lamb, M. E. (1998). Nonparental childcare: Context, quality, correlates, and consequences. In Damon, W., Sigel, I. E., & Renningger, K. A. (Eds.), Handbook of child psychology fifth edition child psychology in practice. NewYork: John Wiley & Sons Inc.
  • Love, J. M., Harrison, L., Sagi-Schwartz, A., Van Ijzendoorn, M. H., Ross, C., Ungerer, J. A., Raikes, H., Brady-Smith, C., Boller, K., Brooks-Gunn, J., Constantine, J, Kisker, E. E., Paulsell, D., Chazan-Cohen, R. (2003). Child care quality matters: How conclusions may vary with context. Child Development, 74, 1021-1033.
  • Mantzicopoulos, P. (2003). Academic and school adjustment outcomes following placement in a developmental first-grade program. Journal of Educational Research, 97 (2), 90-105.
  • Marcon, R. A. (1999). Differential impact of preschool models on the development and early learning of iner-city children: A three-cohort study. Developmental Psychology, 35, 358-375.
  • McCartney, K. (1984). Effects of quality day care environment on children’s language development. Developmental Psychology, 20, 244-260.
  • Micozkadıoğlu, İ. İ. (2000). The effects of day care experience on children’s social competence and academic achievement: A longitudinal study. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Micozkadıoğlu İ. İ. ve Berument, S.K. (2003).Okul öncesi kurumların kalitesi ve çocukların sosyal yeterliği. Türk Psikoloji Dergisi, 18 (51), 79-93.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2001). Child care and children’s peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72, 1478-1500.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2002). Child care structure, proces, outcome: Direct and indirect effects of child care quality on young children’s development. Psychological Science, 13, 199-206.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2003). Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74, 1639-1662.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2004). Are child developmental outcomes related to before-and afterschool care arrangements? Results from the NICHD study of early child care. Child Development, 75, 280-295.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2005). Child care and child development results from the NICHD study of early child care and youth development. New York: The Guildford Press.
  • National Institute of Child Health and Human Development Early Child Care Research Network (2006). Child-Care Effect sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61, 99-116.
  • O’Connel, J. C., & Farran, D. C. (1982). Effects of day care experience on the use of international communicative behaviors in a sample of socioeconomically depressed infants. Developmental Psychology, 18, 22-29.
  • Ömeroğlu, E. (1990). Anaokuluna giden beş-altı yaşındaki çocukların sözel yaratıcılıklarının gelişimine yaratıcı drama eğitiminin etkisi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara, Türkiye.
  • Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R.M., Culkin, M.L., Howes, C., Kagan S.L.,& Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534-1553.
  • Petrogiannis, K.(1999). Greek day care centers’ quality, caregiver-child interaction and their developmental effects. Paper presented at the meeting of the IX. European Conference on the Developmental Psychology, Spetses, Greece.
  • Petrogiannis, K. (2002). Greek day care centers. International Journal of Early Years Education, 10, 137-148.
  • Phillips, D. A., McCartney, K.,& Scarr, S. (1987). Child care quality and children’ social development. Developmental Psychology, 23, 537-543. 140
  • Phillips, D. A., Scarr, S.,& McCartney, K. (1993). Dimensions and effects of child care quality: The Bermuda study. In D.A. Phillips (Ed.), Qualiy in child care: What does research tell us? (pp.42-56).Washington, DC: National Association for the Education of Young Children.
  • Scarr, S. (1998). American child care today. American Psychologist, 53, 95-108.
  • Schwartz, J. C., Strickland, R. G., & Krolick, G. (1974). Infant day care: Behavioral effects at preschool age. Developmental Psychology, 10, 502-506.
  • Schindler, P.J., Moely, B. E., & Frank, A. (1987).Time in day care and social participation of young children. Developmental Psychology, 23,255-261.
  • Stipek, D., Feiler, R., Daniels, D.,& Melburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223.
  • Sümer, N., ve Güngör, D. (1999). Çocuk yetiştirme stillerinin bağlanma stilleri, benlik değerlendirmeleri ve yakın ilişkiler üzerindeki etkisi. Türk Psikoloji Dergisi, 14 (44), 35-58.
  • Türkiye İstatistik Kurumu (Elektronik bilgi) (2008). Eğitim istatistikleri. Ankara: Türkiye İstatistik Kurumu.
  • Türkiye Cumhuriyeti Milli Eğitim Bakanlığı İlköğretim Genel Müdürlüğü (1997). İlköğretim okulu programı. Ankara: T.C. Milli Eğitim Bakanlığı.
  • Vandell, D. L., Henderson, V. K., & Wilson, K. S. (1988). A longitudinal study of children with day care experiences of varying quality. Child Development, 59, 1286-1292.
  • Vandell, D. L., & Powers, C. P. (1983). Day care quality and children’s free play activities. American Journal of Orthopsychiatry, 53, 493-500.
  • Volling B. L., & Feagans, L. V. (1995). Infant day care and children’s social competence. Infant Behavior and Development, 18, 177-188.
  • Zigler, E.F. (1987). Formal schooling for four-year-olds? No. American Psychologist, 42, 254-260.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil en.
Bölüm Makaleler
Yazarlar

İrem İ. Micozkadıoğlu

Sibel Berument Bu kişi benim

Yayımlanma Tarihi 10 Ekim 2013
Yayımlandığı Sayı Yıl 2011 Cilt: 33 Sayı: 33

Kaynak Göster

APA Micozkadıoğlu, İ. İ., & Berument, S. (2013). OKUL ÖNCESİ KURUM KALİTESİNİN İLKÖĞRETİM BİRİNCİ SINIF ÇOCUKLARININ SOSYAL YETERLİĞİ VE AKADEMİK BAŞARISINA ETKİSİ. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 33(33), 123-140.