2010

Okul Öncesi Dönemde Önleyici Müdahale Edici Programların Karşılaştırılması

Önleyici müdahale programlarının giderek çoğalması çocukların temel gereksinimleri doğrultusunda en uygun programı seçmeyi zorlaştırabilmektedir. Programların hangi açılardan donanımlı ve etkili olduğunu belirleyebilmek için temel özelliklerinin, ortak ve farklı yönlerinin tartışıldığı çalışmalara gereksinim duyulmaktadır. Bu makalenin amacı önleyici ve müdahale edici bilimsel çalışmalardaki teoriksel ve uygulamaya dönük gelişmeleri aktarmak ve bu kapsamda okul öncesi dönemde yaygın olarak kullanılan bilimsel açıdan etkililiği kanıtlanmış temel önleyici müdahale programlarının içeriklerini, felsefelerini, eğitim süreçlerini ve etkinliklerini tartışarak ortak özelliklerini ve farklılıklarını ortaya çıkarmaktır. Böylece çok boyutlu riskli davranışların önlenmesinde ya da ortadan kaldırılmasında daha etkin stratejilerin kullanılmasına katkıda bulunulacak uygun programlar seçilebilecektir. Önleyici müdahale programlarının temel özelliklerinin açığa çıkartılması farklı müdahale programlarının birbirlerini tamamlayacak şekilde bütünleştirilebilmesine de olanak sağlayacaktır. Bu makale, alanda gereksinim duyulan Türk toplumunda yaşanılan sorunlar ve zorluklar doğrultusunda Türk kültürüne uygun şekilde geliştirilecek olan ya da yeniden yapılandırılacak olan müdahale programlarının yapılanmasına da katkıda bulunacaktır.

The Comparison of Preventive Intervention Programs in Early Childhood Period

Increased number of preventive intervention programs lead to some difficulties to decide which program is the most appropriate one to meet children's primary needs. For this reason more studies are needed to determine which aspects of the programs are well equipped and effectively designed by revealing common and different features between those. The goal of this article is pointed out by theoretical and practical improvement in the area of interventive prevention science. In this context commonly used and scientifically proved preventive intervention programs in early childhood are discussed in terms of their contents, philosophies, educational processes and efficiencies based on common features and differences to evaluate their effectiveness. By doing this, it would be possible to use more effective strategies by selecting appropriate programs to prevent or remove risky behaviors in different dimensions. Additionally, revealing basic features of preventive intervention programs would provide perspective for a completed integration between school-based prevention programs. In this sense this article would be expected to make an important contribution in developing or restructuring of preventive programs considering Turkish culture which is needed to be implemented based on difficulties and challenges in Turkish society.

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