Çocuklarda Öz-düzenleme, Erken Akademik Yeterlik ve Erken Okuryazarlık: Sosyoekonomik Risk Durumuna Göre İnceleme

Okul öncesi dönemdeki çocukların öz-düzenleme becerileri ve akademik yeterlikleri topluma uyum sağlamalarında önemli yere sahiptir. Ancak sosyoekonomik açıdan risk altında olan çocuklar gelişimlerinin desteklenmesinde yeterli kaynaklara sahip olmadıkları için öz-düzenleme, akademik yeterlik ve erken okuryazarlık becerilerinde farklılık olabilmektedir. Bu doğrultuda çalışmada, 60-72 aylık çocukların, sosyoekonomik açıdan risk altında olmalarının öz-düzenleme becerileri, erken akademik yeterlik ve erken okuryazarlık becerileri üzerindeki etkisinin ve bu beceriler arasındaki ilişkinin belirlenmesi amaçlanmıştır. Çalışma grubuna sosyoekonomik açıdan risk altında olan 68 ve olmayan 64 çocuk dahil edilmiştir. Veri toplama aracı olarak Kişisel Bilgi Formu, Okul Öncesi Öz-düzenleme Ölçeği, Akademik Yeterlik Ölçeği ve Erken Okur Yazarlık Testi kullanılmıştır. Verilerin normal dağılım özelliği Kolmogorov Smirnov testi ile değerlendirilmiştir. Verilerin analizinde, MANOVA, tek yönlü varyans analizi, Pearson korelasyon katsayısı ve Basit Doğrusal Regresyon testleri kullanılmıştır. Çalışmanın sonucunda, risk altında olan çocukların olmayanlara göre öz-düzenleme, erken akademik yeterlik ve erken okuryazarlık düzeylerinin istatistiksel olarak anlamlı düzeyde düşük olduğu ve risk altında olan çocukların bu beceriler üzerinde olumsuz etkisi olduğu sonucuna ulaşılmıştır. Ayrıca öz-düzenleme becerileri ile erken akademik yeterlik ve erken okuryazarlık becerileri arasında ilişki olduğu; öz-düzenleme becerilerinin erken akademik yeterlik ve erken okuryazarlık becerilerini yordadığı belirlenmiştir.

Anahtar Kelimeler:

erken akademik yeterlik, erken okuryazarlık, okul öncesi, öz düzenleme, sosyo-ekonomik risk

Self-regulation, Early Academic Competence, and Early Literacy in Children: A Study by Socioeconomic Risk Status

Families at socioeconomic risk do not have sufficient resources to support their children's development and education. For this reason, it is thought that children who are socioeconomically at-risk differ from those not at risk in terms of self-regulation, academic competence, and early literacy skills. This difference between children emerges in the preschool period. Comparing the self-regulation, academic competence, and early literacy skills of children at socioeconomic risk with those not at risk will enable the development of policies that will prevent children from falling behind. In this direction, the current study was aimed to determine the effect of 60-72 months old children's socioeconomic risk on self-regulation skills, early academic competence and early literacy skills and the relationship between these skills. The study group included 68 children at socioeconomic risk and 64 children who were not. Personal Information Form, Preschool Self-Regulation Assessment, Teacher Rating Scales of Early Academic Competence, and Test of Early Literacy were used as data collection tools. As a result of the study, it was concluded that the self-regulation, early academic competence and early literacy levels of the children at risk were statistically significantly lower than those who were not, and being at risk had a negative effect on these skills. In addition, it was determined thart there is a relationship between self-regulation skills and early academic competence and early literacy skills and self-regulation skills predicted early academic competence and early literacy skills.

Keywords:

early academic competence, early literacy, preschool, self-regulation, socioeconomic risk.,

PDF

___

Adagideli, F. H. (2018). Okul öncesi çocuklarının ilkokula hazır bulunuşuklarının yordayıcısı olarak öz düzenleme becerilerinin incelenmesi. Yayınlanmamış doktora tezi, Marmara Üniversitesi, İstanbul.
Bauer, I. M., & Baumeister, R. F. (2011). Self-regulatory strength. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 64-82.). New York: Guilford Press.
Bishaw, A. (2011). Areas with concentrated poverty: 2006 – 2010. Washington, DC: U.S. Department of Commerce Economics and Statistics Administration U.S. Census Bureau. [Available online at: https://www2.census.gov/library/publications/2011/acs/acsbr10-17.pdf], Retrieved on May 29, 2021
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1 Theoretical models of human development, (5th edition, pp. 993–1028). New York: Wiley.
Brooker, R. J. (2018). Maternal behavior and socioeconomic status predict longitudinal changes in error-related negativity in preschoolers. Child Development, 89(3), 725–733. https://doi.org/10.1111/cdev.13066
Cadima, J., McWilliam, R. A., & Leal, T. (2010). Environmental risk factors and children’s literacy skills during the transition to elementary school. International Journal of Behavioral Development, 34(1), 24–33. https://doi.org/10.1177/0165025409345045
Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom interactions, dyadic teacher–child relationships, and self–regulation in socially disadvantaged young children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/10.1007/s10802-015-0060-5
Chang, H., Olson, S. L., Sameroff, A. J., & Sexton, H. R. (2011). Child effortful control as a mediator of parenting practices on externalizing behavior: evidence for a sex-differentiated pathway across the transition from preschool to school. Journal of Abnormal Child Psychology, 39(1), 71–81. https://doi.org/10.1007/s10802-010-9437-7
Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28(4), 415–427. https://doi.org/10.1016/j.econedurev.2008.09.003
Connor, C. M., Ponitz, C. C., Phillips, B. M., Travis, Q. M., Glasney, S., & Morrison, F. J. (2010). First graders’ literacy and self-regulation gains: The effect of individualizing student instruction. Journal of School Psychology, 48(5), 433–455. https://doi.org/10.1016/j.jsp.2010.06.003
Eisenberg, N., Smith, C. L., & Spinrad, T. L. (2011). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 263–283). New York: Guilford Press.
Eisenberg, N., & Fabes, R. A. (1992). Emotion, regulation and the development of social competence. In M. S. Clark (Ed.), Review of personality and social psychology: Vol. 14. Emotion and social behavior (pp. 119–150). Newbury Park, CA: Sage.
Elliott, E. M., & Olliff, C. B. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35(6), 551–556. https://doi.org/10.1007/s10643-007-0232-1
Fındık Tanrıbuyurdu, E. ve Güler Yıldız, T. (2014). Preschool self-regulation assessment (PSRA): Adaptation study for Turkey. Eğitim ve Bilim, 39(176), 317-328. https://doi.org/10.15390/EB.2014.3647
Hacettepe Üniversitesi Nüfus Etütleri Enstitüsü. (2019). 2018 Türkiye nüfus ve sağlık araştırması. Ankara: Elma Teknik Basım Matbaacılık.
Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and self-regulation as predictors of achievement in economically disadvantaged young children. The Journal of Experimental Education, 71(2), 151–174. https://doi.org/10.1080/00220970309602061
Hughes, C., & Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology, 43(6), 1447–1459. https://doi.org/10.1037/0012-1649.43.6.1447
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290.
Kargın, T., Ergül, C., Büyüköztürk, Ş. ve Güldenoğlu, B. (2015). Anasınıfı çocuklarina yönelik erken okuryazarlik testi (EROT) geliştirme çalişmasi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(3), 237–270. https://doi.org/10.1501/Ozlegt_0000000231
Kargın, Tevhide, Güldenoğlu, B. ve Ergül, C. (2017). Anasınıfı çocuklarinin erken okuryazarlik beceri profili: Ankara örneklemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(1), 61-87. https://doi.org/10.21565/ozelegitimdergisi.299868
Kornrich, S., & Furstenberg, F. (2013). Investing in children: Changes in parental spending on children, 1972–2007. Demography, 50(1), 1–23. https://doi.org/10.1007/s13524-012-0146-4
Lonigan, C. J., Allan, D. M., & Phillips, B. M. (2017). Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills. Developmental Psychology, 53(1), 63–76. https://doi.org/10.1037/dev0000247
Marjanovič-Umek, L., Fekonja-Peklaj, U., Sočan, G., & Tašner, V. (2015). A socio-cultural perspective on children’s early language: A family study. European Early Childhood Education Research Journal, 23(1), 69–85. https://doi.org/10.1080/1350293X.2014.991096
McCabe, L. A., Cunnington, M., & Brooks-Gunn, J. (2004). The development of self-regulation in young children. In R.F. Baumeister & K.D. Vohs (Ed.), Handbook of the self-regulation: Research theory and applications. New York: Guilford Press.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959. https://doi.org/10.1037/0012-1649.43.4.947
Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, Urban Children. Child Development, 75(5), 1373–1386. https://doi.org/10.1111/j.1467-8624.2004.00746.x
Mischel, W., & Ayduk, O. (2011). Willpower in a cognitive-affective processing system. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 83–105). New York: Guilford Press.
Montroy, J. J., Bowles, R. P., & Skibbe, L. E. (2016). The effect of peers’ self-regulation on preschooler’s self-regulation and literacy growth. Journal of Applied Developmental Psychology, 46, 73–83. https://doi.org/10.1016/j.appdev.2016.09.001
Nelson, P. A. (2005). Could you and your students use a poetry getaway? The Reading Teacher, 58(8), 771–773. https://doi.org/10.1598/RT.58.8.7
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001
Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74–87. https://doi.org/10.1111/j.1467-7687.2005.00394.x
Pearman, F. A. (2019). The effect of neighborhood poverty on math achievement: Evidence from a value-added design. Education and Urban Society, 51(2), 289–307. https://doi.org/10.1177/0013124517715066
Polnariev, B. A. (2006). Dynamics of preschoolers self-regulation: Viewed through the lens of conflict resolution strategies during peer free-play. Unpublished doctoral dissertation, The City University of New York, Available from ProQuest Information and Learning Company. (UMI No. 3241978).
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: Self-Regulation as a mediating mechanism. Child Development, 82(1), 362–378. https://doi.org/10.1111/j.1467-8624.2010.01561.x
Reardon, S. F. (2011). The widening academic achievement gap between rich and poor: New evidence and possible explanations. In G.J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 91–115). Nex York: Russell Sage Foundation.
Reardon, S. F. (2013). No rich child left behind. New York Times. [Available online at: http://opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-left-behind], Retrieved on April 25, 2021
Reardon, S. F. (2019). Educational opportunity in early and middle childhood: Using full population administrative data to study variation by place and age. RSF: The Russell Sage Foundation Journal of the Social Sciences, 5(2), 40. https://doi.org/10.7758/rsf.2019.5.2.03
Reid, E. E., Diperna, J. C., Missall, K., & Volpe, R. J. (2014). Reliability and structural validity of the teacher rating scales of early academic competence. Psychology in The Schools, 51(6), 535–553. https://doi.org/10.1002/pits.21769
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958–972. https://doi.org/10.1037/a0015861
Şenol, F. B. ve Akyol, T. (2021). Examining early literacy skills of children aged 60-72 months in terms of certain socio-demographic characteristics. International Journal of Curriculum and Instruction, 13(2), 1724–1741.
Şenol, F. B. ve Turan, F. (2019). Teacher rating scales of early academic competence (TRS-EAC): Adaptation to Turkish, validity and reliability. International Journal of Educational Methodology, 5(1), 43-57. https://doi.org/10.12973/ijem.5.1.43
Sezgin, E. ve Ulus, L. (2020). An examination of self-regulation and higher-order cognitive skills as predictors of preschool children’s early academic skills. International Education Studies, 13(7), 65-87. https://doi.org/10.5539/ies.v13n7p65
Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., Garner, A. S., McGuinn, L., et al. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663
Skibbe, L. E., Phillips, B. M., Day, S. L., Brophy-Herb, H. E., & Connor, C. M. (2012). Children’s early literacy growth in relation to classmates’ self-regulation. Journal of Educational Psychology, 104(3), 541–553. https://doi.org/10.1037/a0029153
Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. https://doi.org/10.1016/j.ecresq.2007.01.002
Stipek, D. J., & Ryan, R. H. (1997). Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology, 33(4), 711–723. https://doi.org/10.1037/0012-1649.33.4.711
Turney, K., & McLanahan, S. (2015). The academic consequences of early childhood problem behaviors. Social Science Research, 54, 131–145. https://doi.org/10.1016/j.ssresearch.2015.06.022
Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., & Ormel, J., (2008). Prosocial and antisocial behavior in preadolescence: Teachers' and parents' perceptions of the behavior of girls and boys. International Journal of Behavioral Development, 32(3), 243-251.
Vinopal, K., & Morrissey, T. W. (2020). Neighborhood disadvantage and children’s cognitive skill trajectories. Children and Youth Services Review, 116, 105-231. https://doi.org/10.1016/j.childyouth.2020.105231
Wanless, S. B., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2011). The influence of demographic risk factors on children’s behavioral regulation in prekindergarten and kindergarten. Early Education and Development, 22(3), 461–488. https://doi.org/10.1080/10409289.2011.536132
Willoughby, M. T., Wirth, R. J., & Blair, C. B. (2012). Executive function in early childhood: Longitudinal measurement invariance and developmental change. Psychological Assessment, 24(2), 418–431. https://doi.org/10.1037/a0025779
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.