Başak TÜRKÜLER AKA, Burak DOĞRUYOL, Esin ENİSOĞLU TİLBE

Okul Tipinin Okul Öncesi Dönem Davranış Düzenleme Becerileri Üzerindeki Etkisi

Davranış düzenleme becerileri çocukların okula hazır olmasını ve uyumunu etkileyen en önemli faktörlerden birisidir. Bu yüzden, bu becerilerin gelişmesine yardımcı olan ya da ketleyen faktörlerin ortaya çıkarılması araştırmacıların ilgisini çekmektedir. Bu faktörler arasında, demografik değişkenlerin, aile ve okul ortamı ile ilgili değişkenlerin yordayıcı etkileri olduğu ortaya konmuştur. Türkiye'de yakın zamanda okul öncesi eğitimin zorunlu eğitime dahil edilmesi ve okula başlama yaşının değiştirilmesi, okul ortamının özellikle de okul öncesi eğitim ortamının davranışsal düzenleme becerileri üzerindeki etkilerinin ortaya çıkarılmasını önemli hale getirmiştir. Bu sebeple, bu çalışmada demografik değişkenler ve ebeveynlik tutumlarının etkileri kontrol edilerek okul tipinin (özel ya da devlet okulu) davranışsal düzenleme becerileri üzerindeki etkileri incelenmiştir. Çalışmaya özel ve devlet okullarında okul öncesi eğitime devam eden, yaşları 53 ila 78 ay arasında değişen 143 çocuk (80 erkek; 63 kız) ve onların anneleri katılmıştır. Davranışsal düzenleme becerilerini ölçmek amacıyla çocuklara Kafa Ayaklar Dizler Omuzlar Ölçümü (KADO) uygulanmıştır. Ayrıca, anneler demografik form ile Aile Hayatı ve Çocuk Yetiştirme Tutum Ölçeği (AHÇYT) doldurmuşlardır. Hiyerarşik regresyon analiz sonuçlarına göre, anne eğitim düzeyi ile sıkı disiplin davranışsal düzenleme becerilerini yordamıştır. Ek olarak, demografik değişkenler ile ebeveynlik tutumlarının etkileri kontrol edildikten sonra, okul tipi değişkeni davranışsal düzenleme becerilerini anlamlı olarak yordamıştır

The Effect of School Type on Behavioral Regulation Skills of Preschoolers

Behavioral regulation abilities are one of the most important predictors of child adjustment and school readiness. Thus, the factors facilitating and impeding behavioral regulation abilities have attracted attention of researchers. Within those factors, variables related to the family and the school environment as well as the background variables are powerful predictors of behavioral regulation. Considering the recent enactment incorporating kindergarten in the compulsory education system in Turkey, it is an imperative to focus on the effects of schools, especially kindergartens as a surrounding context, on the behavioral regulation abilities. Therefore, the current study investigated the effects of school type (i.e., public vs. private) on the behavioral regulation of preschoolers by controlling the effects of demographic variables and parenting attitudes. The participants of the current study were 143 public and private school children (80 boys and 63 girls) aged between 53 months and 78 months and their mothers. Head Toes Knees Shoulders Task (HTKS) as a measure of behavioral regulation was administered to children. Mothers filled demographic Form and Parenting Attitude Research Inventory (PARI). Hierarchical regression analyses revealed that education level of mothers and parenting discipline predicted the behavioral regulation abilities. Besides, after controlling for parenting and background variables, school type significantly predicted the behavioral regulation abilities

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