Examination of Auditory Reasoning and Processing Skills in terms of Gender, Type of School and Pre-school Education Period

Yıl 2015, Cilt: 2 Sayı: 1, 57 - 65, 30.04.2015

Filiz Erbay

https://doi.org/10.17275/per.15.05.2.1

Öz

This research is conducted as a causal comparative research with the
purpose of examining the effect of gender, preschool attendance
duration and type of preschool education institution on auditory
reasoning and processing skills of six-year old children who are
attending to preschool. Participants are composed of children who are
between 60 and 72 months old and attending to private and public
kindergartens in Konya and include 314 children. Test of Auditory
Reasoning and Processing Skills were used to collect the data in the
study. Data were analyzed within dependent samples t test and oneway ANOVA. Findings of study revealed that auditory reasoning and
processing skills of children did not differ according to gender.
However, auditory reasoning and processing skills of children having 3
year- preschool education was statistically significantly higher than
those having 2 and 1 year- preschool education and of children having
2- year preschool education was statistically significantly higher than
those having 1 year of preschool education. Auditory reasoning and
processing skills of children attending to independent kindergartens
were also found statistically significantly higher than those attending
to nursery classes. As specified in research results, preschool education
support children’s auditory reasoning and processing skills. Therefore,
preschool education must be started in earlier ages instead of one year
before elementary education.

Anahtar Kelimeler

Auditory reasoning and processing skills, preschool children, preschool education

Teşekkür

This paper was presented in The International Journal of Arts & Sciences in Prag 2012.

Kaynakça

• Adeyinka,T., Adedeji, T., Adika, L.O., Toyoba, M.O. (2008). Relationship among demographic variables and pupil’s reasoning ability. Electronic Journal of Research in Educational Psychology 6 (3) 709- 728.
• Biber, K. (2010). Okul öncesi eğitimin tanımı, kapsamı, önemi ve temel ilkeleri. In S. Tümkaya & F. Gülaçtı (Eds.), Early Childhood Education (pp 21-70). Ankara: Nobel Publising.
• Caropreso, E. J., White, S. C. (2001). Analogical reasoning and giftedness: a comparison between identified gifted and nonidentified gifted. The Journal of Educational Research 87 (5) 271-278.
• Criner, L. E. (1992). Teaching thinking and reasoning: a study of critical thinking in adults. Unpublished PhD Thesis. University of Arkansas. USA.
• Çapri, B., Çelikkaleli, Ö. (2005). An investigation of first grade of elementary school childrens’ (7–11-years-old) conservation development levels according to sex and grade. Mersin University, Journal of the Faculty of Education 1 (1) 48–65.
• Demir, S. (2010). Comparison of 36-60 months children who are in pre-school according to their cognitive development qualities (Kütahya City case). (Unpublished Master’s Thesis). University of Marmara, İstanbul.
• Ekinci, O. (2001) . The impact of preschooling on the success of first year elemantary school students (A case study in Gaziantep). (Unpublished Master’s Thesis). University of Gaziantep, Gaziantep.
• Erbay, F. (2009). The investigation of effects of creative drama education on six year old kindergarten students auditory reasoning and processing skills. (Unpublished PhD Thesis). Selçuk University, Konya
• Erdiller, Z. B. (2010). Erken çocukluk eğitiminde temel kuram ve yaklaşımlar. In H. İ. Diken (Eds.), Early Childhood Education. (56-92). Ankara: Pegem Akademi Publishing.
• Güven, G. & Efe Azkeskin, K. (2010). Erken çocukluk eğitimi ve okul öncesi eğitim. In H. İ. Diken (Eds.), Early Childhood Education (2-53). Ankara: Pegem Akademi Publishing.
• İnal, G. (2010). Determining the validity and reliability of cognitive abilities test form-6 and investigation of the effect of reasoning education program on six year old children’s cognitive abilities (Unpublished PhD Thesis). Gazi University, Ankara
• Kandır, A. & Orçan, M. (2009). The study of pre-learning abilities of the children in five-six years of the families with lower and upper socio-economical levels. Afyon Kocatepe University Journal of Theoretical Science Education, 2 (1) 1– 13.
• Kidd, J. K., Pasnak, R., Gadzichowski, M., Ferral-Like, M., Gallington, D. (2008). Enhancing early numeracy by promoting the abstract thought involved in the oddity princible, seriation and conversation. Journal of Advanced Academics, 19 (2) 164-200.
• Kuday, F. S. (2007). Comparison of cognitive development of children from ages 3 to 6 and who have taken family supported pre-school education, organization based pre-school education and who have not taken pre-school Education (Unpublished Master’s Thesis). University of Marmara, İstanbul.
• Kuru Turaşlı, N. (2010). The definitions, scope and importance of preschool education. In G. Haktanır (ed.), Introduction to Pre-School Education (pp.1-37) Ankara: Anı Publising.
• Lohman, D. F., Lakin, J. (2008). Consistencies in sex differences on the cognitive abilities test across countries, grades, and cohorts. British Journal of Educational Psychology, 79 (2) 389-407.
• Moore, G. T., Sugiyama, T., O’Donnell, L. (2003). Children’s physical environment rating scale. Australian Early Childhood Association. p.73. Canberra
• Mushburn, A. J. (2008). Quality of social and physical environments in preschools and children’s development of academic, language and literacy skills. Applied Developmental Science 12 (3) 113-127.
• Read, M. A., Sugawara, A. I., Brant, J. A. (1999). Impact of space and color in the psysical environment on preschool children’s cooperative behavior. Environment And Behavior 31 (3) 413-428.
• Strand, S., Deary, I.J. & Smith, P. (2006). Sex differences in cognitive abilities test scores: a uk national picture. British Journal of Educational Psychology 76, 463- 480. Tepeli, K. (2011). Predictors of auditory reasoning and processing skills in preschool children. International Journal of Art And Science. Oral Presentation. Rome.
• Tian, Z., Huang, X. (2009). A study of children’s spatial reasoning and quantitative reasoning abilities. Journals of Mathematic Education. 2 (2), 80-93.
• Wang, W. L. (2004). Gender differences in gifted children's spatial, verbal, and quantitative reasoning abilities in Taiwan. Available at: http://www.eric.ed.gov/PDFS/ED490622.pdf (Jun,11,2012)