Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Marmara Üniversitesi, Türkiye
Tezin Onay Tarihi: 2013
Tezin Dili: Türkçe
Öğrenci: Fatma Yaşar Ekici
Danışman: OZANA URAL
Özet:Bu araştırmada, okul öncesi eğitim kurumlarındaki aile katılım çalışmalarına katılan ve katılmayan ailelerin çocuklarının sosyal beceri ve problem davranışlar açısından karşılaştırılması amaçlanmıştır. Tarama modeline uygun olarak düzenlenen araştırmada aşağıdaki sorulara cevap aranmıştır: • Okul öncesi eğitim kurumunda görev yapmakta olan yönetici ve öğretmenlerin kurumda yapılmakta olan aile katılım çalışmalarıyla ilgili ve velilerin aile katılım çalışmalarına katılım durumlarıyla ilgili görüşleri nelerdir ? • Okul öncesi eğitim kurumlarında yapılan aile katılım çalışmalarına katılan ve katılmayan ailelerin çocuklarının sosyal beceri ve problem davranışları, çocuğun ve ailenin özelliklerine göre farklılaşmakta mıdır ? • Okul öncesi eğitim kurumlarında yapılan aile katılım çalışmalarına katılan ve katılmayan ailelerin çocuklarının sosyal beceri ve problem davranışları arasında anlamlı bir fark ve ilişkivar mıdır ? Araştırmanın örneklemi, İstanbul İli Avrupa Yakası’ndaki Beylikdüzü, Avcılar, Bakırköy, Güngören ve Eyüp ilçelerinden rastlantısal örnekleme modeliyle seçilmiş 7 devlet ve 5 özel olmak üzere toplam 12 okulöncesi eğitim kurumunda eğitim görmekte olan 5-6 yaş grubu 400 çocuk ve ailesinden oluşmuştur. Araştırmada kullanılan veri toplama araçları, Öğretmen, Yönetici ve Aile Bilgi Formları ile Anaokulu ve Anasınıfı Davranış Ölçeği (PKBS–2)’dir. Araştırmadan elde edilen verilerle ilgili yapılan analizler:Yüzde Frekans Analizi, Bağımsız Grup T Testi, Kruskal Wallis H Testi, Mann Whitney U Testi, Pearson Çarpım Moment Korelasyon Analizi’dir. ABSTRACT In this research, comparing children that their families involve in the family involvement activities implemented in preschool institutions with the children that their families do not involve in these activities in terms of the social skills and problem bahaviours was aimed. The following questions were explored: • What are the opinions of the directors and the teachers of preschool instutions about the family involvement activities implemented in the institution and about the involvement status of the families in these activities. • Do social skills and problem bahaviours of the children that their families involve and do not involve in the family involvement activities implemented in preschool institutions differantiate according to the characteristics of their families ? • Is there a significant difference and relation between social skills and problem bahaviours of the children that their families involve and do not involve in the family involvement activities implemented in preschool institutions ? The sample consisted of 5-6-year age-group 400 children going to 7 public and 5 private preschool institutions (totally 12 preschool institutions) in Beylikdüzü, Avcılar, Bakırköy, Güngören ve Eyüp districts of Istanbul that are selected by the random sampling model and their families. The tools that ara used for data collection was Familiy, Director and Teacher Information forms and Preschool and Kindergarten Behaviours Scales (PKBS-2). Statistical techniques used for the analysis were Percent-Frequency Analysis Independent Group T Test, Kruskal Wallis-H, Mann Whitney-U Analysis and Pearson Product-Moment Correlation Coeficient. The results are as follows: • According to the directors and the teachers of preschool instutions; - The most practiced family involvement activities are; training seminars, parent-teacher meetings, development report and individual interviews. - The least practiced family involvement activities are; tape recordings and e-mail. - Most of the families usually involve in the family involvement activities. The reason of the families’ involvement is that it allows families to recognize and understand every aspects of their children. - The most important reason of the families not involving in the family involvement activities is ‘working of the families’. • Social skills and problem bahaviours of the children that their families involve and do not involve in the family involvement activities implemented in preschool institutions differantiate according to a part of the characteristics of their families (age, educational status, occupation, work status, economical status of family, attending time to the preschool education of children, number of children in family, marital status of the parent, self/step status of the parents, involvement status and reasons of the families to the family involvement activities). • There is a significant difference between social skills and problem bahaviours of the children that their families involve and do not involve in the family involvement activities implemented in preschool institutions. According to that, social skills of the children that their families involve in the family involvement activities are higher than the children that their families do not involve. Problem behaviours of the children that their families do not involve in the family involvement activities are higher than the children that their families involve. When it was looked at the relation, it was seen that when social skills of the children that their families involve and not involve in the family involvement activities increased, their problem behaviours decreased.