Ev Kazaları Hakkında Okul Öncesi Dönemdeki Çocukların Eğitiminde Resim Kullanımının Etkinliği

Öz

GİRİŞ ve AMAÇ: Bu çalışmanın amacı resim yöntemi ile okul öncesi dönemdeki çocuklara (3-5 yaş grubu) verilen eğitim ile ev kazaları risklerinin öğretilmesidir.

YÖNTEM ve GEREÇLER: Çalışmada yarı deneysel “Bir Grup Pre-Test Post-Test Modeli” kullanılmıştır. Çalışma, okulöncesi eğitim kurumunda yapılmıştır. Anaokuluna devam eden 3, 4, 5 yaş gruplarından birer şube basit rastgele örnekleme yöntemi ile seçilerek toplam 87 öğrenci çalışmaya alınmıştır. Çalışma kapsamındaki çocuklara yapılan eğitimde “Ev kazası risklerini tanılama formu” ve “Evde riskli durumları gösteren ev resmi” kullanılmıştır.

BULGULAR: Eğitim sonrası çocukların ev ortamındaki odalarda kaza risklerini tanıma durumları anlamlı derecede yüksek bulunmuştur (p<0.001). Genel olarak, eğitimden sonra tüm odalardaki kaza risklerinin tespiti daha yüksek belirlenmiştir.

TARTIŞMA ve SONUÇ: Eğitim sonrası çocukların ev kazası risklerini tanıma durumları yükselmiştir. Girişim uygulanmasıyla çocukların kaza risklerini tanıma durumları iyi olmakla birlikte, bilgi her zaman davranış değiştirmeye dönüşmeyebilir. Eğitimden sonra, çocuklar ev kazaları riskini daha iyi tanımaktadırlar. Bilgi her zaman davranış değişikliğine yol açmayabilir, ancak çocukların kaza riskini tanıma kabiliyeti iyidir. Ev kazalarından korunma konusunda 6 yaşından küçük çocuklara etkili biçimde eğitim vermek için bilişsel becerilerine uygun eğitim yöntemleri kullanılmalıdır.

Anahtar Kelimeler

• Ev Kazalarında Eğitim,Okul Öncesi Dönem,Resim,Hemşire

The Effectiveness of Using Picture in Teaching Pre-Schoolers About Home Accidents

Öz

INTRODUCTION: The aim of this study was to teach the risks of home accidents to preschool children (aged 3-5 years old) using a painting method.

METHODS: This study was a semi-experimental, single group, pre-test/post-test model. This study was conducted in an institution of preschool education. A total of 87 students were selected from the 3-, 4-,and 5-year-old age groups in kindergarten using a simple random sampling method. The "Home

environment risk determination form" and home environment "Home picture showing risky situations at home" were used to teach the children in the study.

RESULTS: After training, children were found to be significantly more likely to recognize accident risk in their home environment (p<0.001). Generally, recognition of accident risks in all rooms was found to be higher after education.

DISCUSSION and CONCLUSION: After training, children are more likely to recognize the risk of home accidents. Information may not always lead to behaviour change, but children’s ability to recognize the risks of accidents was good. To teach children younger than 6 years about protection from home accidents effectively, educational methods appropriate to their cognitive skills should be used. 

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