Çocuklarda Öz-düzenleme, Erken Akademik Yeterlik ve Erken Okuryazarlık: Sosyoekonomik Risk Durumuna Göre İnceleme

Yıl 2023, Sayı: 57, 51 - 73, 01.01.2023

Fatma Betül Şenol , Figen Turan

https://doi.org/10.9779/pauefd.1025776

Cited By: 1

Öz

Okul öncesi dönemdeki çocukların öz-düzenleme becerileri ve akademik yeterlikleri topluma uyum sağlamalarında önemli yere sahiptir. Ancak sosyoekonomik açıdan risk altında olan çocuklar gelişimlerinin desteklenmesinde yeterli kaynaklara sahip olmadıkları için öz-düzenleme, akademik yeterlik ve erken okuryazarlık becerilerinde farklılık olabilmektedir. Bu doğrultuda çalışmada, 60-72 aylık çocukların, sosyoekonomik açıdan risk altında olmalarının öz-düzenleme becerileri, erken akademik yeterlik ve erken okuryazarlık becerileri üzerindeki etkisinin ve bu beceriler arasındaki ilişkinin belirlenmesi amaçlanmıştır. Çalışma grubuna sosyoekonomik açıdan risk altında olan 68 ve olmayan 64 çocuk dahil edilmiştir. Veri toplama aracı olarak Kişisel Bilgi Formu, Okul Öncesi Öz-düzenleme Ölçeği, Akademik Yeterlik Ölçeği ve Erken Okur Yazarlık Testi kullanılmıştır. Verilerin normal dağılım özelliği Kolmogorov Smirnov testi ile değerlendirilmiştir. Verilerin analizinde, MANOVA, tek yönlü varyans analizi, Pearson korelasyon katsayısı ve Basit Doğrusal Regresyon testleri kullanılmıştır. Çalışmanın sonucunda, risk altında olan çocukların olmayanlara göre öz-düzenleme, erken akademik yeterlik ve erken okuryazarlık düzeylerinin istatistiksel olarak anlamlı düzeyde düşük olduğu ve risk altında olan çocukların bu beceriler üzerinde olumsuz etkisi olduğu sonucuna ulaşılmıştır. Ayrıca öz-düzenleme becerileri ile erken akademik yeterlik ve erken okuryazarlık becerileri arasında ilişki olduğu; öz-düzenleme becerilerinin erken akademik yeterlik ve erken okuryazarlık becerilerini yordadığı belirlenmiştir.

Anahtar Kelimeler

erken akademik yeterlik, erken okuryazarlık, okul öncesi, öz düzenleme, sosyo-ekonomik risk

Self-regulation, Early Academic Competence, and Early Literacy in Children: A Study by Socioeconomic Risk Status

Öz

Families at socioeconomic risk do not have sufficient resources to support their children's development and education. For this reason, it is thought that children who are socioeconomically at-risk differ from those not at risk in terms of self-regulation, academic competence, and early literacy skills. This difference between children emerges in the preschool period. Comparing the self-regulation, academic competence, and early literacy skills of children at socioeconomic risk with those not at risk will enable the development of policies that will prevent children from falling behind. In this direction, the current study was aimed to determine the effect of 60-72 months old children's socioeconomic risk on self-regulation skills, early academic competence and early literacy skills and the relationship between these skills. The study group included 68 children at socioeconomic risk and 64 children who were not. Personal Information Form, Preschool Self-Regulation Assessment, Teacher Rating Scales of Early Academic Competence, and Test of Early Literacy were used as data collection tools. As a result of the study, it was concluded that the self-regulation, early academic competence and early literacy levels of the children at risk were statistically significantly lower than those who were not, and being at risk had a negative effect on these skills. In addition, it was determined thart there is a relationship between self-regulation skills and early academic competence and early literacy skills and self-regulation skills predicted early academic competence and early literacy skills.

Anahtar Kelimeler

early academic competence, early literacy, preschool, self-regulation, socioeconomic risk.

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