Araştırma Makalesi
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An Examination of Preschool Children's Play Skills and Independent Learning Behaviors in Türkiye

Yıl 2024, Cilt: 9 Sayı: 1, 107 - 127, 15.03.2024

Döndü Neslihan Bay

https://doi.org/10.29250/sead.1427349

Öz

Preschool education enables children to develop play skills and independent learning behaviors. This study aims to understand the association between preschool children's play skills and independent learning behaviors. The study was a relational survey model, with 380 children within the 5-year age group attending preschool and kindergarten school in Türkiye. The children were observed for one month. Teachers assessed their play skills and independent learning behaviors using “the Game Skills Scale (GSS)” and “Children's Independent Learning Development Checklist (CHILD 3-5)”. The descriptive result of the study, the children's play skills, and independent learning behaviors were found to be high; there was a significant difference according to gender in favor of girls; and the mean score changed according to the school type (the mean of the children attending kindergarten were higher, but the difference was not significant). A positive and strong relationship was found between children's independent learning behaviors and play skills, indicating that children's play skills had a significant effect on their independent learning behaviors.

Anahtar Kelimeler

Preschool children Play skills Independent learning behaviors

Kaynakça

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Türkiye'de Okul Öncesi Dönem Çocuklarının Oyun Becerileri ve Bağımsız Öğrenme Davranışlarının İncelenmesi

Yıl 2024, Cilt: 9 Sayı: 1, 107 - 127, 15.03.2024

Döndü Neslihan Bay

https://doi.org/10.29250/sead.1427349

Öz

Okul öncesi eğitim, çocukların oyun becerilerini ve bağımsız öğrenme davranışlarını geliştirmelerini sağlar. Bu çalışmanın amacı, okul öncesi dönemdeki çocukların oyun becerileri ile bağımsız öğrenme davranışları arasındaki ilişkiyi anlamaktır. İlişkisel tarama modelindeki araştırmaya Türkiye'de anaokulu ve anasınıfına devam eden 5 yaş grubundaki 380 çocuk katılmıştır. Çocuklar bir ay boyunca gözlemlenmiştir. Öğretmenler, çocukların oyun becerilerini ve bağımsız öğrenme davranışlarını Oyun Becerileri Ölçeği (OYBÖ) ve Çocukların Bağımsız Öğrenme Gelişimi Kontrol Listesi (CHILD 3-5) kullanarak değerlendirmiştir. Araştırmanın tanımlayıcı sonuçlarına göre, çocukların oyun becerileri ve bağımsız öğrenme davranışları yüksek bulunmuştur; cinsiyete göre kızlar lehine anlamlı bir fark vardır; okul türüne göre ortalama puan değişmektedir (anaokuluna giden çocukların ortalaması daha yüksektir, ancak fark anlamlı değildir). Çocukların oyun becerileri ile bağımsız öğrenme davranışları arasında pozitif ve güçlü bir ilişki bulunmuştur; bu da çocukların oyun becerilerinin bağımsız öğrenme davranışları üzerinde önemli bir etkisi olduğunu göstermektedir.

Anahtar Kelimeler

Okul öncesi çocuklar Oyun becerileri Bağımsız öğrenme davranışı

Kaynakça

  • Aksoy, A.B., & Yaralı, K. (2017). Çocukların öz düzenleme becerileri ile oyun becerilerinin cinsiyete göre incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 7(2), 442-455. https://doi.org/10.24315/trkefd.304124.
  • Argon, T. & Akkaya, M., (2008). Ebeveynlerin okul öncesi eğitime ve okul öncesi eğitim kurumlarına yönelik görüşleri. Kastamonu Eğitim Dergisi, 16(2), 413-430.
  • Arslan, A.K., Tunç, Z. ve Çolak, C. (2020). Normal dağılıma uygunluğu değerlendirmek için açık kaynak web tabanlı yazılım: Normal Dağılımı İnceleme Yazılımı. Fırat Tıp Dergisi, 25(2), 62-68.
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  • Bodrova, E., & Leong, D. (2001). Tools of the mind: A case study of implementing the vygotskian approach in american early childhood and primary classrooms. International Bureau of Education.
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  • Özdemir, A. A., & Budak, K. S. (2019). Mizaç ve öz-düzenlemenin çocukların oyun davranışını yordamadaki rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 78-98. https://doi.org/10.9779/puje.2018.223.
  • Panadero E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers Psychology, 8(422), 1-28. https://doi.org/10.3389/fpsyg.2017.00422.
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  • Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014). An integrative view of school functioning: Transactions between self‐regulation, school engagement, and teacher–child relationship quality. Child Development, 85(5), 1915-1931. https://doi.org/10.1111/cdev.12259.
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  • Quintana, S. M., Aboud, F. E., Chao, R. K., Contreras‐Grau, J., Cross, W. E., Hudley, C., Liben, L. S., Nelson-Le Gall, S., & Vietze, D. L. (2006). Race, ethnicity, and culture in child development: Contemporary research and future directions. Child Development, 77, 1129– 1141. https://doi.org/10.1111/j.1467-8624.2006.00951.x.
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  • Samuelsson, I., & Johansson, E. (2006). Play and learning—inseparable dimensions in preschool practice. Early child development and care, 176(1), 47-65. https://doi.org/10.1080/0300443042000302654.
  • Sadi Ö, & Uyar, M. (2013). The relationship between self-efficacy, self-regulated learning strategies, and achievement: A path model. Journal of Baltic Science Education. 12(1), 21-33. https://doi.org/10.33225/jbse/13.12.21.
  • Saraç, S., Abanoz, T., & Ogelman, H. G. (2021). Okul öncesi dönem çocuklarının öz düzenleme becerilerinin bazı demografik değişkenler açısından incelenmesi. Gelişim ve Psikoloji Dergisi, 2(3), 1-11. https://doi.org/10.51503/gpd.847786.
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  • Whitebread, D., Coltman, P., Pino-Pasternak, 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 and Learning, 4, 63-85. https://doi.org/10.1007/s11409-008-9033-1.
  • Williford, A. P., Maier, M. F., Downer, J. T., Pianta, R. C., & Howes, C. (2013). Understanding how children's engagement and teachers' interactions combine to predict school readiness. Journal of Applied Developmental Psychology, 34(6), 299-309. https://doi.org/10.1016/j.appdev.2013.05.002.
  • Wu, S. C. (2019). Researching children’s learning and play in a Chinese context: Children’s perspectives on their play and learning. European Early Childhood Education Research Journal, 27(4), 551-565. https://doi.org/10.1080/1350293x.2019.1634241.
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  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2.
Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Çocuk Gelişimi Eğitimi
Bölüm Makaleler
Yazarlar

Döndü Neslihan Bay 0000-0002-2656-0458

Yayımlanma Tarihi 15 Mart 2024
Gönderilme Tarihi 29 Ocak 2024
Kabul Tarihi 13 Mart 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 9 Sayı: 1

Kaynak Göster

APA Bay, D. N. (2024). An Examination of Preschool Children’s Play Skills and Independent Learning Behaviors in Türkiye. The Journal of Limitless Education and Research, 9(1), 107-127. https://doi.org/10.29250/sead.1427349
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