Araştırma Makalesi
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OKUL ÖNCESİ DÖNEMDE ÖZ DÜZENLEME İLE İLGİLİ YAPILAN ARAŞTIRMALARIN SİSTEMATİK İNCELENMESİ

Yıl 2024, , 148 - 183, 30.06.2024
https://doi.org/10.17753/sosekev.1400724

Öz

Bu çalışmanın amacı, okul öncesi dönemde öz düzenleme ile ilgili yapılan araştırmaların sistematik incelenmesidir. Sistematik inceleme ile bu alanda hangi tür araştırmaların yapıldığı, hangi yöntemlerin uygulandığı ve öz düzenlemenin hangi boyutları üzerinde araştırmaların yapıldığı gösterilmektedir. Ayrıca bu inceleme öz düzenleme ile ilgili çalışmalara nasıl bir eğilim olduğunu görmek ve çocukların öz düzenleme becerilerine ilişkin araştırmaların bulgularına yönelik değerlendirmeler yapmak açısından önem göstermektedir. Sistematik inceleme yöntemiyle 2012-2023 yılları arasında gerçekleştirilen ve Web of Science veri tabanında yer alan araştırmalar incelenmiştir. Çalışmalar anahtar kelimelere, yıllara, ülkelere, yöntemlere, örneklem gruplarına, veri toplama araçlarına, çalışmanın birincil bulgularına ve öz düzenlemenin incelenen boyutlarına göre analiz edilmiştir. Web of Science veri tabanında yer alan ve okul öncesi dönemde öz düzenlemeyi inceleyen 73 çalışma, araştırmanın kapsamını oluşturmuştur. Araştırma sonucunda öz düzenlemeye yönelik araştırmalarda boylamsal çalışmaların yer aldığını, öz düzenlemeye yönelik araştırmaların artış gösterdiğini, nicel çalışmalara daha fazla yer verilirken nitel çalışmalardan oldukça az yararlanıldığı görülmektedir. Öz düzenlemenin boyutları açısından bilişsel düzenleme ile ilgili çalışmalara daha fazla yer verildiği görülmektedir. Ayrıca elde edilen bulgular sonucunda yapılan değerlendirmede okul öncesi dönemde öz düzenleme ve öz düzenleme becerilerine yönelik öğretmen uygulamalarına sınırlı sayıda yer verilirken uygulamaların da sadece araştırmacılar tarafından yapıldığı, öğretmenlerin ise uygulamalarda sınırlı olarak yer aldıkları görülmektedir. Sistematik inceleme değerlendirmesinden yola çıkarak bu çalışma alanının mevcut durumuna yönelik bilgi sunması ve çocukların öz düzenlemelerine yönelik araştırmalarda yön göstermesi açısından fayda sağlayacağı öngörülmektedir.

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  • Ribner, A. D., Willoughby, M. T., Blair, C. B. & Family Life Project Key Investigators (2017). Executive function buffers the association between early math and later academic skills. Frontiers in psychology, 8, 869. https://doi.org/10.3389/fpsyg.2017.00869
  • Rothbart, M. K., & Bates, J. E. (1998). Temperament. In W. Damon, & N. Eisenberg (Eds.), Handbook of child psychology: Vol 3. Social emotional and personality development (pp. 105–176). Wiley.
  • Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings. Research in nursing & health, 30(1), 99-111. http://doi.org/10.1002/nur.20176
  • Schmidt, H., Daseking, M., Gawrilow, C., Karbach, J., & Kerner auch Koerner, J. (2021). Self-regulation in preschool: Are executive function and effortful control overlapping constructs? Developmental Science, 25(6). http://doi.org/10.1111/desc.13272
  • Schumacher, A. M., Miller, A. L., Watamura, S. E., Kurth, S., Lassonde, J. M., & LeBourgeois, M. K. (2017). Sleep moderates the association between response ınhibition and self-regulation in early childhood. Journal of Clinical Child & Adolescent Psychology, 46(2), 222-235. https://doi.org/10.1080/15374416.2016.1204921
  • Sezer, H. N., & Alabay, E. (2018). Türkiye'de özdüzenleme ile ilgili yapılmış lisansüstü tezlerin incelenmesi. Akademik Sosyal Araştırmalar Dergisi, 74(6), 367-384. https://doi.org/10.16992/ASOS.13827
  • Sezgin, E. (2016). Çocukların davranışsal öz düzenleme becerilerine oyun temelli eğitimin etkisinin incelenmesi (Tez No.429423) [Doktora tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Sher-Censor, E., Khafi, T. Y., & Yates, T. M. (2016). Preschoolers’ self-regulation moderates relations between mothers’ representations and children’s adjustment to school. Developmental Psychology, 52(11), 1793-1804. https://doi.org/10.1037/dev0000178
  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy.
  • Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. P. M. (2017). Preschoolers' cognitive and emotional self-regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, 26(6). https://doi.org/10.1002/icd.2038
  • Smith-Donald, R., Raver, C., Hayes, T. & Richardson, B. (2007). Preliminary construct and concurrent validity of preschool self-regulation assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, s. 173-187. Ormrod, J. E. (2010). Educational psychology. Developing learners. New Jersey: Pearson, Allyn & Bacon.
  • Solomon, T., Plamondon, A., O’Hara, A., Finch, H., Goco, G., Chaban, P., Huggins, L., Ferguson, B., & Tannock, R. (2018). A cluster randomized-controlled trial of the ımpact of the tools of the mind curriculum on self-regulation in Canadian preschoolers. Frontiers in Psychology, 8. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02366/full
  • Soydan, S. B. (2023). The relationship between emotional regulation skills and the adaptability to the classes of children the regulatory role of social ınteraction practices by the teacher. Infants & Young Children, 36(2), 110–129. https://doi.org/10.1097/IYC.0000000000000239
  • Sökmen, Y., Taş, Y., & Sarıkaya, İ. (2023). An evaluation of the studies on selfregulated learning in primary education: A bibliometric mapping analysis. Psycho-Educational Research Reviews, 12(1), 321-337. https//doi.org/10.52963/PERR_Biruni_V12.N1.20
  • Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., ... & Guthrie, I. K. (2006). Relation of emotion-related regulation to children's social competence: A longitudinal study. Emotion, 6(3), 498. http://doi.org/10.1037/1528-3542.6.3.498
  • Squires, C., & Manfra, L. (2021). Preschoolers’ endogenously-triggered self-regulation. Cognitive Development, 58(3). https://doi.org/10.1016/j.cogdev.2021.101032
  • Suveg, C., Shaffer, A., & Davis, M. (2016). Family stress moderates relations between physiological and behavioral synchrony and child self-regulation in motherpreschooler dyads. Developmental Psychobiology, 58(1), 83–97. https://doi.org/10.1002/dev.21358
  • Şahin, B. (2022). Okul Öncesi Eğitim Temelinde Çocukların Öz Düzenleme Becerileri İle İlgili Türkiye’de Yapılan Lisansüstü Tezlerin İncelenmesi [Yayımlanmamış yüksek lisans tezi]. Fatih Sultan Mehmet Vakıf Üniversitesi.
  • Şenol, F.B., & Turan, F. (2023). Çocuklarda öz-düzenleme, erken akademik yeterlik ve erken okuryazarlık: Sosyoekonomik risk durumuna göre inceleme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 57, 51-73. https://doi.org/10.9779.pauefd.1025776
  • Torres, M. M., Domitrovich, C. E., & Bierman, K. L. (2015). Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge. Journal of Applied Developmental Psychology, 39, 44–52. http://dx.doi.org/10.1016/j.appdev.2015.04.008.
  • Tutkun, C. Tezel Şahin, F., & Işıktekiner, S. (2016). Dört-beş yaş çocuklarının öz düzenleme becerilerinin incelenmesi. Ö. Demirel & S. Dinçer (Eds.), Eğitim bilimlerinde yenilikler ve nitelik arayışı (ss. 459-473). Pegem Akademi.
  • Tzuriel, D., Hanuka-Levy D., & Kashy-Rosenbaum, G. (2022). Dynamic assessment of self-regulation and planning behavior. Frontier in Education, 7. https://doi.org/10.3389/feduc.2022.885170
  • Uman, L. S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 57-59. https://doi.org/10.1002/9781444311723.ch8
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  • Vabø, K. B., Aadland, K, N., Howard, S. J., & Aadland, E. (2022). The multivariate physical activity signatures associated with self regulation, executive function, and early academic learning in 3–5-year old children. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.842271
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  • Whitebread, D. (2013). Self-regulation in young children: Its characteristics and the role of communication and language in its early development. The British Journal of Educational Psychology, Monograph Series II: Psychological Aspects of Education- Current Trends, 10, 25–44. https://doi.org/10.53841/bpsmono.2013.cat1370.3
  • Whitebread, D., Bingham, S., Grau, V., Pino Pasternak, D. & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peerassisted learning. Journal of Cognitive Education and Psychology, 6, 433–455. https://doi.org/10.1891/194589507787382043
  • Whitebread, D., Coltman, P., Pasternak, P. D., Sangster, C., Grau, V., Bingham, S., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self‐regulated learning in young children. Metacognition Learning, 4(1), 63–85. https://doi.org/10.1007/s11409‐033‐1
  • Williams, K. E., & Bentley, L. A. (2021). Latent profiles of teacher-reported self-regulation and assessed executive function in low-ıncome community preschools: Relations with motor, social, and school readiness outcomes. Frontiers in Psychology, 12.
  • Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24(2), 162-187. http://doi.org/10.1080/10409289.2011.628270
  • Yang, W., Ng, D. T. K., & Gao, H. (2021). Robot programming versus block play in early childhood education: effects on computational thinking, Sequencing Ability, and Self-Regulation. British Journal of Educational Technology, 53(6), 1817–1841. https://doi.org/10.1111/bjet.13215
  • Yavuz, N. (2022). Sosyal bilimlerde sistematik literatür analizi. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 347-360. https://doi.org/10.30794/pausbed.1134606
  • Zachariou, A., Bonneville-Roussy, A., Hargreaves, D., & Neokleous, R. (2023). Exploring the effects of a musical play ıntervention on young children’s self-regulation and metacognition. Metacognition and Learning, 18, 983-1012. https://doi.org/10.1007/s11409-023-09342-1
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeichner (Eds.), Handbook of self-regulation (pp. 13-39). Academic.
Toplam 136 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Temel Eğitim (Diğer)
Bölüm Makaleler
Yazarlar

Neslihan Gözübüyük Hazen 0000-0002-3463-463X

Yayımlanma Tarihi 30 Haziran 2024
Gönderilme Tarihi 6 Aralık 2023
Kabul Tarihi 14 Mayıs 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Gözübüyük Hazen, N. (2024). OKUL ÖNCESİ DÖNEMDE ÖZ DÜZENLEME İLE İLGİLİ YAPILAN ARAŞTIRMALARIN SİSTEMATİK İNCELENMESİ. EKEV Akademi Dergisi(98), 148-183. https://doi.org/10.17753/sosekev.1400724