Araştırma Makalesi
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Yıl 2022, , 617 - 632, 05.08.2022
https://doi.org/10.26466/opusjsr.1112099

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Kaynakça

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Examination of the Executive Function Skills of 5-Year-Old Children Receiving Pre-School Education According to Some Variables

Yıl 2022, , 617 - 632, 05.08.2022
https://doi.org/10.26466/opusjsr.1112099

Öz

The aim of this study is to examine the executive function skills of 5-year-old children receiving pre-school education in terms of gender, duration of pre-school education, parental education and age status, maternal employment status, children's digital game playing status and digital game playing frequency variables. The study was carried out through the descriptive survey model, which is among the quantitative research methods, and the convenience sampling method, which is among the non-random sampling methods. The population of the study consists of 5-year-old children receiving pre-school education and the sample group consists of 332 children in the 5-year-old group who attend independent kindergartens affiliated to the Ministry of National Education in Ağrı and who are allowed by their parents to participate in the research. 'The Childhood Executive Function Inventory (CHEXI)-Teacher Form' and the Child Information Form prepared by the researchers were used within the context of the study. As a result of the study, no significant difference was found in CHEXI-Teacher Form scores in terms of the variables of duration of preschool education, parent education and age status, and maternal employment status. However, it was observed that CHEXI-Teacher Form scores were significantly higher for boys compared to girls, for children who play digital games compared to those who do not, and for children who play digital games more than once a day compared to children who play less frequently.

Kaynakça

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  • Kanthan, R., & Senger, J. L. (2011). The impact of specially designed digital games-based learning in undergraduate pathology and medical education. Archives of Pathology and Laboratory Medicine, 135(1), 135-142. Doi: 10.5858/2009-0698-OAR1.1
  • Karakaş, S., & Karakaş, H. M. (2000). Yönetici işlevlerin ayrıştırılmasında multidisipliner yaklaşım: Bilişsel psikolojiden nöroradyolojiye. [Multidisciplinary approach in the analysis of executive functions: From cognitive psychology to neuroradiology]. Turkish Journal of Clinical Psychiatry, 3(2), 215-227.
  • Karasar, N. (2012). Bilimsel araştırma yöntemleri. Nobel.
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  • Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlstrom, K., Gillberg, C. G., Fossberg, H., & Weterberg, L. P. (2005). Computerized training of working memory in children with ADHD: A randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177-186. https://doi.org/10.1097/00004583-200502000-00010.
  • Meltzer, L. (2010). Promoting executive function in the classroom. Guilford Press.
  • Mileva-Seitz, V. R., Ghassabian, A., Bakermans-Kranenburg, M. J., Van Den Brink, J. D., Linting, M., Jaddoe, V.W.V., Hofman, A., Verhulst, F. C., Tiemeier, H., Van IJzendoorn, M. H. (2015). Are boys more sensitive to sensitivity? Parenting and executive function in preschoolers. Journal of Experimental Child Psychology, 130, 193-208. https://doi.org/10.1016/j.jecp.2014.08.008.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex "frontal lobe" tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100. https://doi.org/10.1006/cogp.1999.0734.
  • Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., Akshoomoff, N., Amaral D. G., Bloss, C. S., Libiger, O., Schork, N. J., Murray, S. S., Casey, B. J., Chang, L., Ernst, T. M., Frazier, J. A., Gruen, J. R., Kennedy, D. N., Van Zijl, P., …, Sowell, E. R. (2015). Family income, parental education and brain structure in children and adolescents. Nature Neuroscience, 18(5), 773-778. doi:10.1038/nn.3983.
  • Nir-Gal, O., & Klein, P. S. (2004). Computers for cognitive development in early childhood—The teacher’s role in the computer learning environment. Information Technology in Childhood Education Annual, 1, 97-119.
  • Oakley, L. (2004). Cognitive Development. Routledge Press.
  • Oktay, A. (2010). Okul öncesi dönemi (3-6 Yaş) Ana-Baba Okulu (14. Baskı). Remzi Kitabevi.
  • Olesen, P. J., Westerberg, H., & Klingberg, T. (2004). Increased prefrontal and parietal activity after training of working memory. Nature Neuroscience, 7(1), 75-79. doi:10.1038/nn1165
  • Öğütcen, A. (2020). Okul öncesi dönem çocuklarının yürütücü işlev becerileri ve geometrik şekil algılarının incelenmesi (Investigation of executive function skills and perception of geometric shape of preschool children). [Master thesis]. Hacettepe Üniversitesi.
  • Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analysis with SAS and IBM’s SPSS (Sixth Edition). Taylor and Francis.
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On The Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816.
  • Ramos, D. K., & Melo, H. M. (2019). Can digital games in school improve attention? A study of Brazilian elementary school students. Journal of Computers in Education, 6(1), 5-19. https://doi.org/10.1007/s40692-018-0111-3.
  • Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2003). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9(4), 267–276. https://doi.org/10.1076/chin.9.4.267.23513.
  • Schady, N. (2011). Parents’ education, mothers’ vocabulary, and cognitive development in early childhood: Longitudinal evidence from Ecuador. American Journal of Public Health, 101(12), 2299-2307. https://doi.org/10.2105/AJPH.2011.300253.
  • Samur, Y. (2016). Dijital oyun tasarımı (1. Basım). Pusula Yayıncılık.
  • Sağlam, C. (2020). Okul öncesi dönemde çalışma belleği ve erken okuryazarlık becerilerinin incelenmesi. [Doctoral Dissertation]. Karabük Üniversitesi.
  • Sapsağlam, Ö. (2018). Okul öncesi dönem çocuklarının değişen oyun tercihleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 1122-1135.
  • Sosic-Vasic, Z., Kröner, J., Schneider, S., Vasic, N., Spitzer, M. & Streb, J. (2017). The association between parenting behavior and executive functioning in children and young adolescents. Frontiers in Psychology, 8, 472. https://doi.org/10.3389/fpsyg.2017.00472.
  • St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745-759. https://doi.org/10.1080/17470210500162854.
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  • Thorell, L. B., & Catale, C. (2014). The Assessment of Executive Functioning Using the Childhood Executive Functioning Inventory (CHEXI). Goldstein, S., Naglieri, J. A (Eds.), Handbook of Executive Functioning (First Edition). Springer.
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  • Thorell, L. B., & Nyberg, L. (2008). The childhood executive functioning inventory (CHEXI): A new rating instrument for parents and teachers. Developmental Neuropsychology, 33(4), 536-552. https://doi.org/10.1080/87565640802101516.
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  • Tuncer, N. (2021). Çocukluk dönemi yürütücü işlev envanteri-ebeveyn formu'nun 48-72 aylık çocuklara uyarlanması ve bazı değişkenler açısından yordanma gücünün incelenmesi [The adaptation of the parents’ form of the childhood executive functioning inventory for 48-72 month children and the analysis of its predictive power in terms of some variables]. OPUS International Journal of Society Researches, 17(35), 2052-2081. DOI: 10.26466/opus.832602.
  • Türkoğlu, B., & Uslu, M. (2016). Oyun temelli bilişsel gelişim programının 60-72 aylık çocukların bilişsel gelişimine etkisi [The effect of game based cognitive development programme on cognitive development of 60-72 months old children]. The Journal of International Education Science, 3(6), 50-68.
  • Valcan, D. S., Davis, H., & Pino-Pasternak, D. (2018). Parental behaviours predicting early childhood executive functions: A meta-analysis. Educational Psychology Review, 30(3), 607-649. DOI 10.1007/s10648-017-9411-9.
  • Vitiello, V. E., & Greenfield, D. B. (2017). Executive functions and approaches to learning in predicting school readiness. Journal of Applied Developmental Psychology, 53, 1-9. https://doi.org/10.1016/j.appdev.2017.08.004.
  • Weiland, C. & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), 2112-2130. https://doi.org/10.1111/cdev.12099.
  • Wiebe, S. A., Espy, K. A. & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44(2), 575-587. https://doi.org/10.1037/0012-1649.44.2.575.
  • Yıldız, S., & Zengin, R. (2021). Dijital ve sınıf içi eğitsel oyunlarla gerçekleştirilen fen eğitiminin okul öncesi öğrencilerinin bilişsel gelişim düzeylerine etkisi [The effects of science education provided with digital and in-class games on the cognitive development levels of preschool students]. Ekev Akademi Dergisi, 25(86), 497-512.
  • Yılmaz, N. (2022). Okul öncesi dönem çocuklarının yürütücü işlev becerileri ile sosyal becerileri arasındaki ilişkinin incelenmesi. [Master's thesis]. Trakya Üniversitesi.
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: development and plasticity. Child Development Perspectives, 6(4), 354–360. https://doi.org/10.1111/j.1750-8606.2012.00246.x
  • Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood: III. study 2: Rule complexity and stimulus characteristics in executive function. Monographs of the Society for Research in Child Development, 68(3), 48–64.
Toplam 90 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Articles
Yazarlar

Sibel Karabekmez 0000-0003-3017-5234

Berrin Akman 0000-0001-5668-4382

Yayımlanma Tarihi 5 Ağustos 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Karabekmez, S., & Akman, B. (2022). Examination of the Executive Function Skills of 5-Year-Old Children Receiving Pre-School Education According to Some Variables. OPUS Journal of Society Research, 19(48), 617-632. https://doi.org/10.26466/opusjsr.1112099