Frostig Görsel AlgıEğitim Programıile Birlikte Verilen Nesne Kontrol Beceri Eğitiminin 54-59 Aylık Çocukların Nesne Kontrol Becerilerine Etkisi

Bu çalışma, Frostig görsel algıeğitim programıile birlikte verilen nesne kontrol beceri eğitiminin 54-59 aylık çocukların nesne kontrol becerilerine etkisini incelemek amacıyla yapılmıştır. Araştırmaya anaokuluna devam eden, yaşları54 ay ve 59 ay arasında değişen, 40’ıkız, 40’ıerkek olmak üzere toplam 80 çocuk katılmıştır. Araştırmaya katılan çocukların görsel algılarınıölçmek için Frostig 1961 tarafından geliştirilen “Frostig Gelişimsel Görsel AlgıTesti”; nesne kontrol becerilerini ölçmek için Ulrich 2000 tarafından geliştirilen ve Tepeli vd. 2008 tarafından Türkçeye uyarlanan “Büyük Kas Becerilerini Ölçme Testi BüKBÖT ” nin Nesne Kontrol Beceriler alt testti kullanılmıştır. Araştırmada ön-test son-test kontrol gruplu deneysel model kullanılmıştır. Deneme modeli üç deney ve bir kontrol grubunu içermektedir. 1. deney grubuna Frostig görsel algıeğitim programıile birlikte nesne kontrol beceri eğitim programı, 2. deney grubuna sadece nesne kontrol beceri eğitim programı, 3. deney grubuna ise Frostig görsel algıeğitim programıuygulanmıştır. Kontrol grubunda yer alan çocuklarla herhangi bir ek çalışma yapılmamıştır. Çalışmaya alınan deney ve kontrol gruplarındaki çocukların son-test nesne kontrol beceri puanlarının yapılan işleme göre farklılaşıp farklılaşmadığı, tek faktörlü Kovaryans Analizi ANCOVA ile test edilmiştir. ANCOVA’nın anlamlıolduğu durumlarda Bonferroni Testi kullanılmıştır. Araştırma bulgularına göre dört farklıgrupta bulunan çocukların BüKBÖT’ün Nesne Kontrol Beceriler alt testinden aldıkları ön-testte göre düzeltilmişson-test puan ortalamalarıarasında, yapılan ANCOVA analizi sonucuna göre anlamlıbir farkın olduğu belirlenmiştir F 3,75 = 50.598, p< 0.001 . Gruplar arasıfarkın anlamlılığınıtest etmek için yapılan Bonferroni testi sonucuna göre Frostig görsel algıeğitim programıile birlikte nesne kontrol beceri eğitimi verilen grup ile sadece nesne kontrol beceri eğitimi verilen grubun nesne kontrol beceri düzeltilmişson-test puan ortalamalarıarasındaki fark istatistiksel açıdan anlamlıbulunmamıştır p>0.05 . Ancak üç farklıdeney grubundaki çocukların nesne kontrol beceri düzeltilmişson-test puan ortalamaları, kontrol grubundaki çocukların nesne kontrol beceri düzeltilmişson-test puan ortalamasından anlamlıdüzeyde yüksek olduğu saptanmıştır p

This research was planned with the recommendation of Tepeli 2013 in accordance with the findings of her research where the relationship between gross motor skills and visual perception of preschoolers was examined. Related research consists of two studies. In the first study the correlation between Frostig Developmental Test of Visual Perception sub-test and total test scores and Test of Gross Motor Development Locomotor Skills, Object Control Skills subtest and Gross Motor Skill total test scores of involved children was examined. As a result of analysis a positive significant relationship was found between all sub-test and total test scores of the children, Object Control Skills and Eye-Motor Coordination sub test of Frostig Developmental Test of Visual Perception being in the first place. As a result of the regression analysis of the first study Developmental Test of Visual Perception subtest and total test scores of the children were found to be significant predictor of their object control skill scores. In the second study, Frostig Developmental Test of Visual Perception subtest and total test scores of the children having low, medium and high levels of locomotor, object control, and gross motor skills were compared by F-test. According to the results Frostig Developmental Test of Visual Perception subtest and total test scores of the children differ depending on their object control skills. Tepeli 2013 , in line with these findings, developed a proposal saying that ‘Researches should be planned to examine the effect of gross motor skill or object control skill training integrated with the visual perception training on object control skills of children’. Therefore, the study aims to find an answer to the question of ‘Does object control skill training given together with Frostig visual perception training program affect object control skills of 54-59 month old children?’ Method Research Model Research was carried out by using experimental model with pre-test and post-test control group. Dependent variable in the model is object control skill of 54-59 month old children, while independent variable is object control skill training given together with Frostig visual perception training program, of which the effect on object control skill levels of the children is being studied. The groups in the study were formed by biased assignment design. The purpose of establishing groups by biased assignment design was to determine exact effect of Object Control Skills Training program with Frostig Visual Perception Training Program to be implemented, by selecting children having low object control skills. Participants 80 children attending four different independent kindergartens in Konya city center, having low level of object control skill ages ranging from 54 to 59 months participated in this research. While determining the children participating in the study, purposive sampling method was used in order to test the aims of the research in a more reliable way and to be able to clearly monitor the effect of Object Control Skills Training program with Frostig Visual Perception Training Program. While establishing the working group it was decided to work only with independent kindergartens in point of the opportunity to reach a large number of 54-59 month old children and easiness in applying object control skill training program. Each of four groups, which were required for designed experimental model, was selected from different kindergartens because of the criteria of age, gender and low object control skills. While determining these four different independent kindergartens, attention was paid to choose the ones with equal features and which children of the same social economic environment attend to. First of all, 54-59 month old children attending to these four independent preschool were determined. Object Control Skill sub test of Test of Gross Motor Development was applied to these children. By using norm values of Test of Gross Motor Development children with 7 or less Object Control Skills subtest standard score were identified. Frostig Developmental Test of Visual Perception was applied to these children. 10 girls, 10 boys, a total of 20 children were selected from each institution by taking their Frostig Developmental Test of Visual Perception subtest and total test scores and Object Control Skill scores into account. Instruments Developmental Test of Visual Perception’, which was developed by Frostig 1961 , is used to determine visual perceptions of the children participating in the study. ‘Test of Gross Motor Development-Second Edition TGMD-2 ’ that was developed by Ulrich 2000 and adapted to Turkish with validity and reliability by Tepeli at. al 2008 was used to determine the object control skills of children. Procedures As a pretest Object Control Skills subtest of Test of Gross Motor Development Second Edition TGMD-2 and Developmental Test of Visual Perception were applied to the children participating in the study. As a posttest only Object Control Skills subtest of Test of Gross Motor Development Second Edition TGMD-2 was applied. Three experimental and one control group took place in the study. To the first experimental group Frostig visual perception training program was applied together with object control skills training program, to the second experimental group only object control skills training program was applied while visual perception training program was applied to the third experimental group. No additional work was done with the children in the control group. Children in this group only participated in the curriculum of the pre-school institution they are attending