Sosyoekonomik Olarak Risk Altında Bulunan Çocuklara Yönelik Erken Müdahale Programları ve Akademik Başarı İlişkisi

Sosyoekonomik yetersizliklere bağlı olarak akranlarına göre gelişimsel gecikmeler yaşayan çocukların yetersiz oldukları alanlar, çoğunlukla ilköğretimden yararlanmaya başladıklarında akademik başarısızlık ile kendini göstermektedir. Erken müdahale hizmetleri, sosyoekonomik açıdan risk altında bulunan çocuklar için önleyici hizmetler sunmaktadır. Akademik başarı ile sosyoekonomik düzey arasındaki ilişkiyi inceleyen araştırmalardan elde edilen sonuçların çoğu, akademik yetersizliklerin kaynağının çoğunlukla sosyoekonomik yetersizlikler olduğunu göstermektedir. Risk altındaki çocuklar düşünüldüğünde, nitelikli bir bakımın ve sistematik olarak doğrudan çocuğa ya da ebeveynlere yönelik olarak uygulanan müdahale programlarının çocukların akademik başarıları üzerinde önemli etkileri olduğu bulunmuştur. Erken dönemde sağlanan uygun deneyimler ile gelecekte ortaya çıkabilecek akademik güçlüklerin ve gelişimsel yetersizliklerin önüne geçilebilmektedir. Bu nedenle, özellikle sosyoekonomik açıdan risk altında olan çocuklara ve ailelerine yaşamın ilk yıllarında sağlanan destek hizmetlerin ya da müdahale programlarının uzun dönemde olumlu sonuçlar yaratacağı düşünülmektedir. Bu makalede, sosyoekonomik yetersizlikler ve akademik başarı arasındaki ilişki alanyazında yer alan çalışmalar eşliğinde ele alınmıştır.

Anahtar Kelimeler:

Erken müdahale, sosyoekonomik yetersizlikler, akademik başarı

Relationship of Academic Achievement and Early Intervention Programs for Children Who Are at Socio-economical Risk

Deficiency areas of children who experience developmental delays due to insufficient socioeconomic conditions, generally manifest in the form of academic failures when children start school. Early intervention services provide preventive care for children placed socioeconomically at risk. Research, examining the relationship between academic achievement and socio-economic level shows that insufficient socio-economic conditions are often the main reason of academic deficiency. When children at risk are considered, high quality care and intervention programs designed for the child or for the parents are found to impact the academic achievement of these children positively. Appropriate experiences provided through a systematic and planned effort at early periods of a child's life could help prevent academic difficulties and developmental delays in the future. For this reason, support services or intervention programs which are especially targeting children placed socioeconomically at risk and their parents, can create positive results in long term. This paper reviews literature focusing on the relationship between socio-economic insufficiency and academic failure.

Keywords:

Early Intervention, insufficient of socio-economic conditions, academic achievement,

PDF

___

Blackman J A. Early intervention: A global perspective. Infants and Young Children 2002; 15(2):11–19.
Widerstrom A H, Mowder B A, & Sandal S R. Infant development and risk. An introduction. USA: Paul Brookes Pub; 1997.
Nancollis A, Lawrie B A, Dodd B. Phonological awareness intervention and the acquisition of literacy skills in children from deprived social background. Language, Speech & Hearing Services in Schools 2005; 36(4): 325–352.
Ou S R, & Reynolds A J. Early childhood intervention and educational attainment: Age 22 findings from the Chicago longitudinal study. Journal of Education For Students Placed At Risk 2006; 11(2): 175–198.
Caldwell G P, Dean W & Ginthier D W. Differences in learning styles of low socioeconomic status for low and high achievers. Education 1996; 117(1): 141–149.
Fantuzzo J, Bulotsky- Shearer R, McDermott P A, McWayne C Fyre D & Perlman S. Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review 2007; 36(1): 44–62.
Fuller B, Kagan S L, Caspary G L & Gauthier C A. Welfare reform and child care options for low-income families. The Future of Children 2002; 12(1): 96- 120.
Bhandari R P & Burnett D. Restrictive parenting buffers head start students from stress. Infants & Young Children 2007; 20(1): 55–63.
Lambie R. At-risk students and environmental factors. Focus On Exceptional Children 2005; 38(4): 1–17.
Diamond E K. Understanding intervention outcomes. Journal of Early Intervention 2005; 27(2); 83–86.
Richmond J. 2003; Low income and its impact on psychosocial child development: Comments on Duncan and Magnuson, and Weitzman. In: Tremblay RE, Barr RG, Peters RDeV, eds. Encyclopedia on Early Childhood Development [online]. URL: http://www.childencyclopedia.com/documents/ RichmondANGxp.pdf. 8 Mayıs 2009.
Wallace M B. Differential academic achievement releted to preschool and expectancy for AfricanAmerican males: Extended analyses of the High Scope Perry preschool program. Doctor of Philosophy, School of Education, Department of Human Development and Psychoeducational Studies. Howard University, Washington: 2001.
Zigler E. Can we “cure” mild mental retardation among individiuals in the lower socioeconomic stratum? American Journal of Public Health 1995; 85(3): 302.
Barnett W S. Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children 1995; 5(3): 25–50.
Barnett W S, Young J W & Schweinhart L J. How preschool education influences long-term cognitive development and school success: A causal model. In W. S. Barnett & S. S. Boocock, editors. Early care and education for children in poverty: Promises, programs, and long-term results. Albany, NY: State University of New York Press; 1998. p.167–184.
Bryant D & Maxwell K. The effectiveness of early intervention for disadvantaged children. In M. J. Guralnick, editor. The effectiveness of early intervention. Baltimore, MD: Paul H. Brookes ; 1997. p. 23–46.
Campbell F A, Pungello E P, Miller-Johnson S, Burchinal M & Ramey C T. The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology 2001; 37: 231–242.
Ensminger M E & Slusarcick A. L. Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education 1992; 65: 95–113.
Reynolds A J, Mavrogenes N A, Bezruczko N & Hagemann M. Cognitive and family support mediators of preschool effectiveness: A confirmatory analysis. Child Development 1996; 67: 1119–1140.
Reynolds A J, Temple J A, Roberson D L & Mann E A. Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of American Medical Association 2001; 285: 2339–2346.
Oden S, Schweinhart L & Weikart D P. Into adulthood: A study of the effects of Head Start. Ypsilanti, MI: High/Scope Press; 2000.
Campbell F A, Helms R, Sparling J J & Ramey C T. Early-childhood programs and success in school: The Abecedarian study. InW. S. Barnett & S. S. Boocook, editors. Early care and education for children in poverty: Promises, programs, and long-term results. Albany, NY: State University of New York Press; 1998. p. 145–166.
Campbell F A & Ramey C T. Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal 1995; 32: 743–772.
Ramey C T, Campbell F A, Burchinal M, Skinner M L, Gardner D M & Ramey L S. Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science 2000; 4: 2–14.
Fontaine N S, Torre D L & Grafwallner R. Effects of quality early care on school readiness skills of children at risk. Early Child Development and Care 2006; 176(1): 99–109.
Ruffolo M.C., Evans, M E & Lukens E P. Primary prevention programs for children in the social service system. Journal of Primary Prevention 2003; 23(4): 425.
Lunenburg F E. Early childhood programs can make a difference in academic, economic and social arenas. Education 2000; 120(3): 519–528.
Fontaine N S, Torre D L, Grafwallner R & Underhill B. Increasing quality in early care and learning environments. Early Child Development and Care 2006; 176(2): 157-169.
Bagby J H, Rudd L C & Woods M. The effects of socioeconomic diversity on the language, cognitive and social– emotional development of children from low-income backgrounds. Early Child Development and Care 2005; 175( 5): 395–405.
Reynolds A J. Success in early intervention: The Chicago Child-Parent Centers. Lincoln: University of Nebraska Press; 2000.
Reynolds A J, Ou S & Topitzes J D. Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago Child-Parent centers. Child Development 2004; 75: 1299–1338.
Temple J A, Reynolds A J & Miedel W T. Can early intervention prevent high school dropout? Evidence from the Chicago Child-Parent Centers. Urban Education 2000; 35(1): 31–56.
Johnson D L & Blumenthal J. The parent child development centers and school achievement: a follow-up. The Journal of Primary Prevention 2004; 25(2): 195–210.