Evde Uygulanan Eğitim Etkinliklerinin 48-60 Aylık Çocukların Okumaya Ve Yazmaya Hazırlık Becerileri Üzerine Etkisinin İncelenmesi

Araştırma aileler tarafından evde uygulanan eğitim etkinliklerinin 48-60 aylık çocukların okumaya ve yazmaya hazırlık becerileri üzerine etkisini belirlemek amacıyla gerçekleştirilmiştir. Araştırmanın çalışma grubunu 23’ü deney 23’ü kontrol grubu olmak üzere toplam 46 çocuk oluşturmuştur. Araştırma verileri “Demografik Bilgi Toplama Formu”, “Okul Öncesi Dönemdeki Çocukların Yazmaya Hazırlık Becerilerini Değerlendirme Kontrol Listesi” ve bu araştırma kapsamında geliştirilen “Okumaya Hazırlık Becerilerini Değerlendirme Kontrol Listesi” aracılığı ile toplanmıştır. Çalışma kapsamında çocukların okumaya ve yazmaya hazırlık becerilerini desteklemek amacıyla araştırmacı tarafından hazırlanan eğitim etkinlikleri 8 hafta boyunca anneleri tarafından deney grubu çocuklarına uygulanırken kontrol grubu çocuklarına herhangi bir müdahalede bulunulmamıştır. Deney ve kontrol grubu çocukların yazmaya hazırlık becerileri son-test puanlarına Mann Whitney U Testi, okumaya hazırlık becerileri son-test puanlarına ise ANCOVA analizi ile bakılmıştır. Araştırmadan elde edilen bulgular değerlendirildiğinde deney ve kontrol grubu çocukların okumaya hazırlık becerileri son-test puanları arasında deney grubu lehine anlamlı bir farklılık bulunurken yazmaya hazırlık becerileri son-test puanları bakımından bir farklılığa rastlanmamıştır. Çalışmada deney grubu çocuklarına aileleri tarafından uygulanan ev etkinliklerinin çocukların okumaya hazırlık becerilerine olumlu yönde katkı sağladığı sonucuna ulaşılmıştır.

Determining the Effects of Home-Based Educational Activities on Pre-literacy Skills of 48-60 Month Olds

The aim of the study was to determine the effects of home-based educational activities on preliteracy skills of 48-60 month olds. The sample of the study consisted of 46 children, 23 from experimental and 23 from the control group. The research data was collected by using “Demographic data collection form”, “Evaluation Control List for Writing Readiness Skills of Preschoolers” and “Evaluation Control List for Reading Readiness Skills” that were developed in this study. In the research, reading and writing activities that were developed in this study to support preliteracy skills of children was applied by their mothers for 8 weeks to children at the experiment group. Meanwhile, no implementation was applied to the children at the control group. Post-test scores of writing readiness skills for experiment and control group were analyzed by Mann Whitney U test, pre-test scores of reading readiness skills for experiment and control group were analyzed by ANCOVA. According to the results, while a significant difference was determined on the reading readiness skill scores of the experiment group compared to the control group, no difference was observed for writing readiness skill scores. The results of the study indicated home based activities applied to experiment group children by parents have a positive effect on the reading readiness skills of the children.

PDF

___

Alisinanoğlu, F., & Şimşek, Ö. (2013). “Okul öncesi dönemdeki çocukların yazmaya hazırlık becerilerini değerlendirme kontrol listesi”nin geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 21(3), 1163-1176.
Bingham, G. E., Hall Kenyon, K. M., & Culatta, B. (2010). Systematic and engaging early literacy: Examining the effects of paraeducator implemented early literacy instruction. Communication Disorders Quarterly, 32(1), 38-49.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
Burgoyne, K., Gardner, R., Whiteley, H., Snowling, M. J., & Hulme, C. (2018). Evaluation of a parent‐delivered early language enrichment programme: evidence from a randomised controlled trial. The Journal of Child Psychology and Psychiatry, 59(5), 545-555.
Coşkun, L. & Deniz, Ü. (2016). Okul öncesi dönemdeki çocukların yazmaya hazırlık becerilerini değerlendirme kontrol listesi için geçerlik güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Bilimleri Dergisi, 17(1), 149-163.
Craig, S. A. (2006). The effects of an adapted interactive writing intervention on kindergarten children’s phonological awareness, spelling, and early reading development: A contextualized approach to instruction. Journal of Educational Psychology, 98(4), 714-731.
Çelenk, S. (2006). Etkinlik temelli ilk okuma ve yazma öğretimi. İstanbul: Morpa.
Deretarla Gül, E., & Bal, S. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitim Dergisi, 12, 33-51.
Doyle, A., & Zhang, J. (2011). Participation structure impacts on parent engagement in family literacy programs. Early Childhood Education Journal, 39, 223-233.
Dönmezler, E. (2016). Okul öncesi dönemde uygulanan okuma yazmaya hazırlık çalışmalarının öğretmen görüşlerine göre incelenmesi. Turkish Journal of Primary Education, 1, 42‐53.
Elliott, E., & Olliff, C. (2008). Developmentally appropriate emergent literacy activities for young children: adapting the early literacy and learning model (ELLM). Early Childhood Education Journal, 35(6), 551-556.
Eva, Y. H., Lau, H. L., & Nirmala, R. (2011). Parental involvement and children's readiness for school in China. Educational Research, 53(1), 95-113.
Glogowska, M., Campbell, R., Peters, T., Roulstone, S., & Enderby, P. (2002). A multimethod approach to the evaluation of community preschool speech and language therapy provision. Child Care, Health and Development, 28(6), 513521.
Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K. R., & Holzapfel, J. (2017). Effectiveness of literacy programs balancing reading and writing instruction: A meta‐analysis. Reading Research Quarterly, 53(3), 279-304.
Güldenoğlu, B., Kargın, T., & Ergül, C. (2016). Sesbilgisel farkındalık becerilerinin okuma ve okuduğunu anlama üzerindeki etkisi: Boylamsal bir çalışma. İlköğretim Online, 15(1), 251-272.
Güleç, G. (2008). Okul öncesi eğitimi öğretmenlerinin okuma yazmaya hazırlık çalışmaları ile ilgili görüş ve uygulamaları. (Yüksek Lisans Tezi). Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü, Pamukkale.
Havens, M. C. (2002). Emergent namewriting in preschoolers. Doctoral Dissertation, The State University of New Jersey, New Brunswick.
Hilbert, D. D., & Eis, S. D. (2014). Early intervention for emergent literacy development in a collaborative community pre-kindergarten. Early Childhood Educational Journal, 42, 105-113.
Hofslundsengen, H. , Gustafsson, J. E., & Eriksen Hagtvet, B. (2018). Contributions of the home literacy environment and underlying language skills to preschool invented writing. Scandinavian Journal of Educational Research, 1-17.
Irwin, J. R., Moore, D. L., Tornatore, L. A., & Fowler, A. E. (2012). Expanding on early literacy promoting emerging language and literacy during storytime. Children and Libraries, Summer/Fall, 20-24.
Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23, 99-113.
Justice, L. M., Chow, S. M., Capellini, C., Flanigan, K., & Colton, S.(2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320-332.
Karasar, N. (2009). Bilimsel araştırma yöntemi. (21. basım). Ankara: Nobel.
Lawhon, T., & Cobb, J. B. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers. Early Childhood Education Journal, 30(2), 113-118.
Lust, C. A., & Donica, D. K. (2011). Research scholars initiative-effectiveness of a hand writing readiness program in Head Start: A two-group controlled trial. American Journal of Occupational Therapy, 65, 560-568.
Martini, F., & Senechal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science, 44(3), 210-221.
Massetti, G. M. (2009). Enhancing emergent literacy skills of preschoolers from low income environments through a classroom-based approach. School Psychology Review, 38(4), 554-569.
Morton, T. (2014). Paired books: Literature connections for emergent learners. The Journal of the Texas Association for the Education of Young Children, 35(4), 2428.
Nancollis, A., Lawrie, B. A., & Dodd, B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds. Language, Speech, and Hearing Services in Schools, 36, 325-335.
Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263-274.
Overby, M. S., Trainin, G. Smit, E. B., Bernthal, J. E., & Nelson, R. (2012). Preliteracy speech sound production skill and later literacy outcomes: A study using the templin archive. Language, Speech, and Hearing Services in Schools, 43, 97115.
Özen Altınkaynak, Ş., & Akman, B. (2016). The effects of family-based literacy preparation program on children’s literacy preparation skills. Education and Science, 41(186), 185-204.
Parpucu, N., & Dinç, B. (2017). Seslerin renkli dünyası programının okul öncesi çocukların fonolojik farkındalık becerileri üzerindeki etkisi. Eğitim ve Bilim, 42(192), 233-261.
Peterson, S. S. (2012). ;Preschool early literacy programs in ontario public libraries. The Canadian Journal of Library and Information Practice and Research, 7(2), 1-21.
Piasta, S. B., Justice, L. M., McGinty , A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810-82.
Pile, E. J. S., Girolametto, L., Johnson, C. J., Chen, X., & Cleave, P. L. (2010). Shared book reading intervention for children with language impairment: Using parentsas-aides in language intervention. Canadian Journal of Speech-Language Pathology and Audiology, 34(2), 96-109.
Pinto, G., Bigozzi, G., Gamannossi, B. A., & Vezzani, C. (2012). Emergent literacy and early writing skills. The Journal of Genetic Psychology, 173(3), 330-354.
Puranik, C. S., Phillips, B. M., Lonigan, C. J., & Gibson, E. (2018). Home literacy practices and preschool children’s emergent writing skills: An initial investigation. Early Childhood Research Quarterly, 42, 228-238.
Schmitt, S. A., Simpson, A. M., & Friend, M. (2011). A longitudinal assessment of the home literacy environment and early language. Infant and Child Development, 20, 409-431.
Shay Lear, W. (2012). Carry-over effect of a handwriting readiness program on handwriting-related skills of children the year following intervention. Master’s Thesis, East Carolina University, Carolina.
Shepherd, J. M. (2011). Finger-point reading instruction using storybooks: The effects on kindergarten children’s early literacy skills. Doctoral Dissertation, Fordham University, New York.
Smetana, L. (2005). Collaborative storybook reading: Bring parents and at-risk kindergarten students together. Reading Horizons, 45(4), 283-320.
Stone, K. A. (2006). Enhancing early literacy skills of pre-kindergarteners with Histories of expressive phonological impairments: A preliminary study. Master’s Thesis, University of California, California.
Strickland, D. S. (1993). Emergent literacy: How young children learn to read and write. Educational Leadership, 47(3), 9-14.
Taylor, J. J. (2011). Paternal support of emergent literacy development: Latino fathers and their children. The International Honor Society in Psychology,16(2), 58-72.
Trostle Brand, S. (2006). Facilitating emergent literacy skills: A literature-based, multiple intelligence approach. Journal of Research in Childhood Education, 21(2), 133-148.
Uyanık, Ö., & Kandır, A. (2010). Okul Öncesi Dönemde Erken Akademik Beceriler. Kuramsal Eğitimbilim, 3(2), 118-134.
Vandermas Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Numeracyrelated exchanges in joint storybook reading and play. International Journal of Early Years Education,17(1), 67-84.
Yazıcı, E., & Kandır, A. (2014). Okuma yazma becerilerini destekleyici duyu eğitimi programının 61-66 aylık çocukların okuma yazma becerilerine etkisi. Uluslararası Sosyal Araştırmalar Dergisi, 7(33), 686-701.