Figen EROĞLU ADA, Feyza ÇORAPÇI, Elif Aysimi DUMAN

26320

Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi

Çevresel kaos yüksek seviyede gürültülü, düzensiz, kalabalık ve çocukların kendilerini güvende hissetmelerini sağlayan rutinlerin eksik olduğu mikrosistemleri tanımlamaktadır. Mevcut çalışmalar ev ortamındaki kaosun yarattığı karmaşıklığın, öngörülemezliğin ve dikkat dağıtıcı uyaranların çok olmasının bilişsel esneklik, çalışma belleği ve ketleyici kontrol bileşenlerinden oluşan yönetici işlev gelişimi ile negatif yönde ilişkili olduğuna işaret etmektedir. Ancak, okul öncesi eğitim kurumlarındaki çevresel kaosun yönetici işlev becerileri ile ilişkisi ve ev ortamındaki çevresel kaos düzeyi ile olan etkileşimi daha önce incelenmemiştir. Bu çalışmanın amacı, evdeki ve okul öncesi eğitim kurumlarındaki çevresel kaos ile çocukların yönetici işlev becerileri arasındaki ilişkiyi araştırmaktır. Çalışmaya 244 okul öncesi dönemdeki çocuk (%50’si kız, Ortyaş = 60.89 ± 8.39 ay) ile bu çocukların anne ve öğretmenleri katılmıştır. Anne tarafından doldurulan Aile Çevresi Kaos Ölçeği (AÇKÖ) ve öğretmen tarafından doldurulan Erken Çocukluk Programlarında Yaşam Ölçeği (EÇPYÖ) aracılığıyla sırasıyla evdeki ve okul öncesi eğitim kurumundaki kaos düzeyi ölçülmüştür. Çocukların yönetici işlev becerileri dört görevden oluşan bir batarya kullanılarak doğrudan gözlem yöntemiyle değerlendirilmiştir. Korelasyona dayalı bulgular, evdeki ve okul öncesi eğitim kurumundaki çevresel kaos ile çocukların yönetici işlev becerileri arasında istatistiksel olarak anlamlı ve negatif yönde ilişki olduğunu ortaya koymuştur. Çevresel kaosun temel ve etkileşimli ilişkilerinin incelendiği düzenleyici değişken analizi bulguları, evdeki ve okul öncesi eğitim kurumundaki çevresel kaos arasında anlamlı düzeyde bir etkileşim olduğunu göstermiştir. Bu etkileşim, evdeki kaos düzeyi yüksek olan çocuklar için okul öncesi eğitim kurumlarındaki sakin, yapılandırılmış ve öngörülebilir bir çevrenin koruyucu rolüne; öte yandan ev ve okul öncesi eğitim ortamlarının her ikisinin de yüksek düzeyde kaos içermesinin “çifte olumsuzluk” oluşturarak çocuklar için yüksek risk yaratan bir durum olduğuna işaret etmiştir. Çalışmadan elde edilen bulgular, uygulamaya yönelik olarak çevresel kaos düzeyi yüksek koşullarda yaşayan çocukların yönetici işlevlerini desteklemeye yönelik müdahale programlarının nasıl geliştirilebileceğine dair tartışılmıştır.
Anahtar Kelimeler:

Evdeki çevresel kaos, okul öncesi eğitim kurumundaki çevresel kaos, yönetici işlevler, okul öncesi dönem

Examining the Relationship of Home and Child Care Chaos to Children’s Executive Functions

Environmental chaos refers to microsystems with high levels of noise, disorganization, crowding, and a lack of routines that make children feel safe. Available studies point out that home chaos-related commotion, unpredictability, and sources of distraction are negatively associated with the development of executive functions, which consist of the components of cognitive flexibility, working memory, and inhibitory control. Meanwhile, no study has yet examined the relationship between executive functions and child care chaos or the interaction between home and child care chaos. The present study aims to investigate the relationship of home and child care chaos with children’s executive functions. The participants involve 244 preschoolers (121 girls and 123 boys, Mage = 60.89 ± 8.39 months), as well as their mothers and teachers. Home and child care chaos were measured respectively by having mothers fill out the Confusion, Hubbub, and Order Scale (CHAOS; Matheny et al., 1995) and the teachers fill out the Life in Early Childhood Programs Scale (LECP; Kontos & Wachs, 2000). Children’s executive functions were assessed using the direct observation method with a battery of four tasks. The correlation-based findings reveal statistically significant and negative associations for home and child care chaos with children’s executive functions. The study conducted a moderation analysis to test the main and interactive relations of home and child care chaos, with the result showing a significant interaction between the chaos levels in both environments. These findings point to the protective role of a calm, structured, and predictable environment in child care for children with high levels of home chaos. On the other hand, high levels of environmental chaos both at home and child care pose the greatest risk for children by creating a double jeopardy. The study discusses these findings in terms of practical applications for intervention programs that aim to support the executive functions of children who are exposed to high levels of environmental chaos.
Keywords:

Home chaos, child care chaos, executive functions, preschool period,

PDF

___

  • Andrews, K., Atkinson, L., Harris, M. ve Gonzalez, A. (2021). Examining the effects of household chaos on child executive functions: A meta-analysis. Psychological Bulletin, 147(1), 16-32. https:// doi.org/10.1037/bul0000311 google scholar
  • Andrews, K., Dunn, J. R., Prime, H., Duku, E., Atkinson, L., Tiwari, A. ve Gonzalez, A. (2021). Effects of household chaos and parental responsiveness on child executive functions: A novel, multimethod approach. BMC Psychology, 9(1), 1-14. https://doi.org/10.1186/s40359-021-00651-1 google scholar
  • Barnett, W. S. ve Yarosz, D. J. (2007). Who goes to preschool and why does it matter? Preschool Policy Matters, 7, 1-4. https://nieer.org/wp-content/uploads/2016/08/18-1.pdf google scholar
  • Beauchaine, T. P. ve Cicchetti, D. (2019). Emotion dysregulation and emerging psychopathology: A transdiagnostic, transdisciplinary perspective. Development and Psychopathology, 31, 799-804. https://doi.org/10.1017/S0954579419000671 google scholar
  • Belojevic, G., Evans, G. W., Paunovic, K. ve Jakovljevic, B. (2012). Traffic noise and executive functioning in urban primary school children: The moderating role of gender. Journal of Environmental Psychology, 32(4), 337-341. https://doi.org/10.1016/j.jenvp.2012.05.005 google scholar
  • Bernier, A., Carlson, S. M., Deschenes, M. ve Matte-Gagne, C. (2012). Social factors in the development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15(1), 12-24. https://doi.org/10.1111/j.1467-7687.2011.01093.x google scholar
  • Berry, D., Blair, C., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., Mills-Koonce, W. R. ve Family Life Project Key Investigators. (2016). Household chaos and children’s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role?. Early Childhood Research Quarterly, 34, 115-127. http://dx.doi.org/10.1016/j.ecresq.2015.09.003 google scholar
  • Best, J. R. ve Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641-1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x google scholar
  • Best, J. R., Miller, P. H. ve Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327-336. https://doi.org/10.1016Zj.lindif.2011.01.007 google scholar
  • Bialystok, E. ve Martin, M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sorting task. Developmental Science, 7(3), 325-339. https://doi. org/10.1111/j.1467-7687.2004.00351.x google scholar
  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111-127. https://doi.org/10.1037/0003-066X.57.2.111 google scholar
  • Bodrova, E. ve Leong, D. J. (2006). Self-regulation as a key to school readiness: How early childhood teachers can promote this critical competency. M. Zaslow ve I. Martinez-Beck (Ed.), Critical issues in early childhood professional development içinde (s. 203-224). Paul H Brookes Publishing. google scholar
  • Boksem, M. A., Meijman, T. F. ve Lorist, M. M. (2006). Mental fatigue, motivation and action monitoring. Biological Psychology, 72(2), 123-132. https://doi.org/10.1016/j.biopsycho.2005.08.007 google scholar
  • Bradley, R. H. (2010). From home to day care: chaos in the family/child care mesosystem. G. W. Evans ve T. D. Wachs (Ed.), Chaos and its influence on children’s development: An ecological perspective içinde (s. 135-154). American Psychological Association. https://doi.org/10.1037/12057-009 google scholar
  • Brieant, A., Holmes, C. J., Deater-Deckard, K., King-Casas, B. ve Kim-Spoon, J. (2017). Household chaos as a context for intergenerational transmission of executive functioning. Journal of Adolescence, 58, 40-48. http://dx.doi.org/10.1016/j.adolescence.2017.05.001 google scholar
  • Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844-850. https://doi.org/10.1037/0003-066X.34.10.844 google scholar
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742. google scholar
  • Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Sage. google scholar
  • Brown, E. D., Ackerman, B. P. ve Moore, C. A. (2013). Family adversity and inhibitory control for economically disadvantaged children: Preschool relations and associations with school readiness. Journal of Family Psychology, 27(3), 443-452. http://dx.doi.org/10.1037/a0032886 google scholar
  • Burchinal, M. R., Roberts, J. E., Nabors, L. A. ve Bryant, D. M. (1996). Quality of center child care and infant cognitive and language development. Child Development, 67(2), 606-620. https://doi. org/10.1111/j.1467-8624.1996.tb01754.x google scholar
  • Burchinal, M. R., Roberts, J. E., Riggins Jr, R., Zeisel, S. A., Neebe, E. ve Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71(2), 339-357. https://doi.org/10.1111/1467-8624.00149 google scholar
  • Burchinal, M., Roberts, J. E., Zeisel, S. A., Hennon, E. A. ve Hooper, S. (2006). Social risk and protective child, parenting, and child care factors in early elementary school years. Parenting: Science and Practice, 6(1), 79-113. https://doi.org/10.1207/s15327922par0601_4 google scholar
  • Campbell, D. T. ve Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81-105. https://doi.org/10.1037/h0046016 google scholar
  • Carlson, S. M. ve Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 72, 1032-1053. https://doi.org/10.1111/1467-8624.00333 google scholar
  • Caughy, M. O. B., DiPietro, J. A. ve Strobino, D. M. (1994). Day-care participation as a protective factor in the cognitive development of low-income children. Child Development, 65(2), 457-471. https://doi.org/10.1111/j.1467-8624.1994.tb00763.x google scholar
  • Chen, N., Deater-Deckard, K. ve Bell, M. A. (2014). The role of temperament by family environment interactions in child maladjustment Journal of Abnormal Child Psychology, 42(8), 1251-1262. http://dx.doi.org/10.1007/s10802-014-9872-y google scholar
  • Cohen, J. (1988). The effect size index: d. Statistical power analysis for the behavioral sciences, 2, 284-288. google scholar
  • Çorapçı, F. (2010). Childcare chaos and child development. G. W. Evans ve T. D. Wachs (Ed.), Chaos and its influence on children’s development: An ecological perspective içinde (s. 67-82). American Psychological Association.https://doi.org/10.1037/12057-005 google scholar
  • Çorapçı, F., Eroğlu-Ada, F., Kalkan, R. B. ve Duman, E. A. (hakem değerlendirmesinde). Classroom Chaos and Program Quality in Early Child Care and Education Programs: A Study from Turkey. google scholar
  • Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M. ve Pianta, R. C. (2010). Family socioeconomic status and consistent environmental stimulation in early childhood. Child Development, 81(3), 972987. https://doi.org/10.1111/j.1467-8624.2010.01446.x google scholar
  • Diamond, A. (2006). The early development of executive functions. E. Bialystok ve F. I. M. Craik (Ed.), Lifespan cognition: Mechanisms of change içinde (s. 70-95). Oxford University Press. http:// dx.doi.org/10.1093/acprof:oso/9780195169539.003.0006 google scholar
  • Diamond, A. (2009). The interplay of biology and the environment broadly defined. Developmental Psychology, 45(1), 1-8. https://doi.org/10.1037/a0014601 google scholar
  • Dufford, A. J., Kim, P. ve Evans, G. W. (2020). The impact of childhood poverty on brain health: Emerging evidence from neuroimaging across the lifespan. International Review of Neurobiology, 150, 77-105. https://doi.org/10.1016/bs.irn .2019.12.001 google scholar
  • Dumas, J. E., Nissley, J., Nordstrom, A., Smith, E. P., Prinz, R. J. ve Levine, D.W. (2005). Home chaos: Sociodemographic, parenting, interactional, and child correlates. Journal of Clinical Child and Adolescent Psychology, 34(1), 93-104. http://dx.doi.org/10.1207/s15374424jccp3401_9 google scholar
  • Evans, G. W. (2001). Environmental stress and health. A. Baum, T. Revenson ve J. E. Singer (Ed.), Handbook of health psychology içinde (s. 365-385). LEA. google scholar
  • Evans, G. W., Hygge, S. ve Bullinger, M. (1995). Chronic noise and psychological stress. Psychological Science, 6, 333-338. https://doi.org/10.1111/j.1467-9280.1995.tb00522.x google scholar
  • Evans, G. W. ve Lepore, S. J. (1993). Nonauditory effects of noise on children: A critical review. Children’s Environments, 10, 31-51. https://www.jstor.org/stable/41515250 google scholar
  • Evans, G. W. ve Wachs, T. D. (Ed.). (2010). Chaos and its influence on children’s development: An ecological perspective. American Psychological Association. google scholar
  • Gerstadt, C. L., Hong, Y. J. ve Diamond, A. (1994). The relationship between cognition and action: Performance of children 3 1/2-7 years old on a stroop-like day-night test. Cognition, 53(2), 129153. https://doi.org/10.1016/0010-0277(94)90068-X google scholar
  • Gurkas, P. (2007). Does preschool children’s effortful self-regulation mediate the link between child care experience and social adjustment? [Yayımlanmamış Doktora Tezi]. Purdue University. google scholar
  • Hambrick-Dixon, P. J. (1988). The effect of elevated subway train noise over time on Black children’s visual vigilance performance. Journal of Environmental Psychology, 8(4), 299-314. https://doi. org/10.1016/S0272-4944(88)80036-7 google scholar
  • Hambrick-Dixon, P. J. (2002). The effects of exposure to physical environmental stressors on African American children: A review and research agenda. Journal of Children and Poverty, 8(1), 23-34. https://doi.org/10.1080/10796120220120359 google scholar
  • Hart, S. A., Petrill, S. A., Deckard, K. D. ve Thompson, L. A. (2007). SES and CHAOS as environmental mediators of cognitive ability: A longitudinal genetic analysis. Intelligence, 35(3), 233-242. https:// doi.org/10.1016/j.intell.2006.08.004 google scholar
  • Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression based approach. The Guilford Press. google scholar
  • Hiramatsu, K., Tokuyama, T., Matsui, T., Miyakita, T., Osada, Y. ve Yamamoto, T. (2004). The Okinawa Study: Effect of chronic aircraft noise exposure on memory of school children. Proceedings of the 8th International Congress on Noise as a Public Health Problem (s. 179-180). Schiadam, The Netherlands. google scholar
  • Hughes, C. ve Devine, R. T. (2019). For better or for worse? Positive and negative parental influences on young children’s executive function. Child Development, 90, 593-609. http://dx.doi.org/10.1111/ cdev.12915 google scholar
  • Hughes, C. ve Ensor, R. (2009). How do families help or hinder the emergence of early executive function? New Directions for Child and Adolescent Development, 123, 35-50. http://dx.doi. org/10.1002/cd.234 google scholar
  • Hygge, S. (1993). Classroom experiments on the effects of aircraft, traffic, train and verbal noise on long-term recall and recognition in children aged 12-14 years. M. Vallet (Ed.), Proceedings of the Sixth International Conference on Noise as a Public Health Problem (2.bs, s. 531-538). Nice, France: Institut National de Recherche sur les Transport et leur Secutite, Bron. google scholar
  • IBM Corp. (2017). IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp. google scholar
  • Jeon, L., Buettner, C. K. ve Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 1-17. https://doi.org/10.1080/10409289.2017.1341806 google scholar
  • Jeon, L., Hur, E. ve Buettner, C. (2016). Child-care chaos and teachers’ responsiveness: The indirect associations through teachers’ emotion regulation and coping. Journal of School Psychology, 59, 83-96. https://doi:10.1016/j.jsp.2016.09.006 google scholar
  • Johnson, S. B., Riis, J. L. ve Noble, K. G. (2016). State of the art review: Poverty and the developing brain. Pediatrics, 137 (4), e20153075. https://doi.org/10.1542/peds.2015-3075 google scholar
  • Jurado, M. B. ve Rosselli, M. (2007). The elusive nature of executive functions: A review of our current understanding. Neuropsychology Review, 17(3), 213-233. https://doi.org/10.1007/s11065-007-9040-z google scholar
  • Kamp Dush, C. M., Schmeer, K. K. ve Taylor, M. (2013). Chaos as a social determinant of child health: Reciprocal associations?. Social Science & Medicine, 95, 69-76. https://doi.org/10.1016/j. socscimed.2013.01.038 google scholar
  • Kochanska, G., Murray, K. ve Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220-232. https://doi.org/10.1037/0012-1649.36.2.220 google scholar
  • Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L. ve Vandegeest, K. A. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67, 490-507. https://doi.org/10.1111/j.1467-8624.1996.tb01747.x google scholar
  • Kontos, S. ve Wachs, T. D. (2000). Life in Early Childhood Programs Scale [Yayımlanmamış ölçek taslağı]. Department of Child Development and Family Studies, Purdue University. google scholar
  • Lawson, G. M., Hook, C. J. ve Farah, M. J. (2018). A meta-analysis of the relationship between socioeconomic status and executive function performance among children. Developmental Science, 21, e12529. http://dx.doi.org/10.1111/desc.12529 google scholar
  • Lichter, D. T. ve Wethington, E. (2010). Chaos and the diverging fortunes of American children: A historical perspective. G. W. Evans ve T. D. Wachs (Ed.), Chaos and its influence on children’s development: An ecological perspective içinde (s. 15-32). American Psychological Association. http://dx.doi.org/10.1037/12057-002 google scholar
  • Maccoby, E. E., Dowley, E. M., Hagen, J. W. ve Degerman, R. (1965). Activity level and intellectual functioning in normal preschool children. Child Development, 36(3), 761-770. https://doi. org/10.2307/1126921 google scholar
  • Manlove, E. E., Frank, T. ve Vernon-Feagans, L. (2001). Why should we care about noise in classrooms and child care settings?. Child and Youth Care Forum içinde (Vol. 30, No. 1, s. 55-64). Kluwer Academic Publishers-Plenum Publishers. https://doi.org/10.1023/A:1016663520205 google scholar
  • Martin, A., Razza, R. A. ve Brooks-Gunn, J. (2012). Specifying the links between household chaos and preschool children’s development. Early Child Development and Care, 182(10), 1247-1263. http:// dx.doi.org/10.1080/03004430.2011.605522 google scholar
  • Matheny Jr, A. P. ve Phillips, K. (2001). Temperament and context: Correlates of home environment with temperament continuity and change, newborn to 30 months. T. D. Wachs ve G. Kohnstamm (Ed.), Temperament in context içinde (s. 81-102). Erlbaum. google scholar
  • Matheny Jr, A. P., Wachs, T. D., Ludwig, J. L. ve Phillips, K. (1995). Bringing order out of chaos: Psychometric characteristics of the confusion, hubbub, and order scale. Journal of Applied Developmental Psychology, 16(3), 429-444. http://dx.doi.org/10.1016/0193-3973(95)90028-4 google scholar
  • Maxwell, L. E. (1996). Multiple effects of home and day care crowding. Environment and Behavior, 28(4), 494-511. https://doi.org/10.1177/0013916596284004 google scholar
  • Maxwell, L. E. (2010). Chaos outside the home: The school environment. G. W. Evans ve T. D. Wachs (Ed.), Chaos and its influence on children’s development: An ecological perspective içinde (s. 8395). American Psychological Association. https://doi.org/10.1037/12057-006 google scholar
  • Maxwell, L. E. ve Evans, G. W. (2000). The effects of noise on pre-school children’s pre-reading skills. Journal of Environmental Psychology, 20(1), 91-97. https://doi.org/10.1006/jevp.1999.0144 google scholar
  • McCabe, L. A., Cunnington, M. ve Brooks-Gunn, J. (2004). The development of self-regulation in young children: Individual characteristics and environmental contexts. R. F. Baumeister ve K. D. Vohs (Ed.), Handbook of self-regulation: Research, theory, and applications içinde (s. 340-356). The Guilford Press. google scholar
  • Micalizzi, L., Brick, L. A., Flom, M., Ganiban, J. M. ve Saudino, K. J. (2019). Effects of socioeconomic status and executive function on school readiness across levels of household chaos. Early Childhood Research Quarterly, 47, 331-340. https://doi.org/10.1016/j.ecresq.2019.01.007 google scholar
  • Miyake, A., Freidman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A. ve Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex ‘‘frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100. http://dx.doi.org/10.1006/ cogp.1999.0734 google scholar
  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., google scholar
  • Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M. ve Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. https://doi.org/10.1073/pnas.1010076108 google scholar
  • Moore, K. A., Vandivere, S. ve Ehrle, J. (2000). Sociodemographic risk and child wellbeing. T. U. Institute (Ed.), New federalism: National survey of America’s families içinde (s. 1-6) The Urban Institite. google scholar
  • Moriguchi, Y. ve Hiraki, K. (2013). Prefrontal cortex and executive function in young children: A review of NIRS studies. Frontiers in Human Neuroscience, 7, 867. http://dx.doi.org/10.3389/ fnhum.2013.00867 google scholar
  • Morrissey, T. W. (2017). Child care and parent labor force participation: A review of the research literature. Review of Economics of the Household, 15(1), 1-24. https://doi.org/10.1007/s11150-016-9331-3 google scholar
  • Murphy, Y. E., Zhang, X. ve Gatzke-Kopp, L. (2022). Early executive and school functioning: Protective roles of home environment by income. Journal ofApplied Developmental Psychology, 78, 101369. https://doi.org/10.1016/j.appdev.2021.101369 google scholar
  • Müller, U. ve Kerns, K. (2015). The development of executive function. L. S. Liben, U. Müller ve R. M. Lerner (Ed.), Handbook of Child Psychology and Developmental Science: Cognitive Processes içinde (s. 571-623). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118963418.childpsy214 google scholar
  • National Institute of Child Health and Human Development Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71, 960-980. https://www.jstor.org/stable/1132337 google scholar
  • OECD (2020). Education at a Glance 2020: OECD Indicators, OECD Publishing. https://doi. org/10.1787/69096873-en google scholar
  • Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C. ve Kagan, S. L. (2001). The relation of preschool child care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534-1553. https:// doi.org/10.1111/1467-8624.00364 google scholar
  • Phillips, D., McCartney, K. ve Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23(4), 537-543. https://doi.org/10.1037/0012-1649.23.4.537 google scholar
  • Reed, M., Pien, D. L. ve Rothbart, M. K. (1984). Inhibitory self-control in preschool children. Merrill Palmer Quarterly, 30, 131-147. http://www.jstor.org/stable/23086229 google scholar
  • Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L. ve 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 google scholar
  • Rosen, M. L., Hagen, M. P., Lurie, L. A., Miles, Z. E., Sheridan, M. A., Meltzoff, A. N. ve McLaughlin, K. A. (2020). Cognitive stimulation as a mechanism linking socioeconomic status with executive function: A longitudinal investigation. Child Development, 91(4), 762-779. https://doi.org/10.1111/ cdev.13315 google scholar
  • Roth, R. M., Isquith, P. K. ve Gioia, G. A. (2005). BRIEF-A: Behavior Rating Inventory ofExecutive Function - Adult Version. Lutz, FL: Psychological Assessment Resources. google scholar
  • Roy, K. M., Tubbs, C. Y. ve Burton, L. M. (2004). Don’t Have No Time: Daily Rhythms and the Organization of Time for Low-Income Families. Family Relations, 53(2), 168-178. https://doi. org/10.1111/j.0022-2445.2004.00007.x google scholar
  • Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S. ve Boyce, W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120-132. https://doi.org/10.1017/S1355617710001335 google scholar
  • Schoemaker, K., Mulder, H., Dekovic, M. ve Matthys, W. (2013). Executive functions in preschool children with externalizing behavior problems: A meta-analysis. Journal of Abnormal Child Psychology, 41(3), 457-471. https://doi.org/10.1007/s10802-012-9684-x google scholar
  • Schoofs, D., Wolf, O. T. ve Smeets, T. (2009). Cold pressor stress impairs performance on working memory tasks requiring executive functions in healthy young men. Behavioral Neuroscience, 123(5), 1066-1075. https://doi.org/10.1037/a0016980 google scholar
  • Seabi, J., Cockcroft, K., Goldschagg, P. ve Greyling, M. (2012). The impact of aircraft noise exposure on South African children’s reading comprehension: The moderating effect of home language. Noise and Health, 14(60), 244-252. https://www.noiseandhealth.org/text.asp?2012/14/60/244/102963 google scholar
  • Seiler, C. W., Müller, E. ve Simoni, H. (2017). The Protective Role of Childcare Quality for Behavioral Adjustment in 3-to 5-Year-Old Children. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49(1), 1-10. https://doi.org/10.1026/0049-8637/a000162 google scholar
  • St Clair-Thompson, H. L. ve Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745-759. https://doi.org/10.1080/17470210500162854 google scholar
  • Sturge-Apple, M. L., Davies, P. T., Cicchetti, D., Hentges, R. F. ve Coe, J. L. (2017). Family instability and children’s effortful control in the context of poverty: Sometimes a bird in the hand is worth two in the bush. Development and Psychopathology, 29(3), 685-696. http://dx.doi.org/10.1017/ S0954579416000407 google scholar
  • Sulik, M. J., Blair, C., Mills-Koonce, R., Berry, D., Greenberg, M. ve The Family Life Project Investigators. (2015). Early parenting and the development of externalizing behavior problems: Longitudinal mediation through children’s executive function. Child Development, 86(5), 15881603. https://doi.org/10.1111/cdev.12386 google scholar
  • Sümer, N., Solak, N. ve Harma, M., (2013). İşsiz Yaşam: İşsiz yaşam: İşsizliğin ve iş güvencesizliğinin birey ve aile üzerindeki etkileri. Koç University Press. https://hdl.handle.net/11511/70539 google scholar Tabachnick, B. G. ve Fidell, L. S. (2013). Using multivariate statistics (6. baskı). MA: Pearson. google scholar
  • Türkiye İstatistik Kurumu. (2017). Gelir ve yaşam koşulları araştırması, 2016 (Yayın no. 24579). https://data.tuik.gov.tr/Bulten/Index?p=Gelir-ve-Yasam-Kosullari-Arastirmasi-2016-24579 google scholar
  • Vernon-Feagans, L., Willoughby, M. ve Garrett-Peters, P. (2016). Predictors of behavioral regulation in kindergarten: Household chaos, parenting, and early executive functions. Developmental Psychology, 52, 430-441. http://dx.doi.org/10.1037/dev0000087 google scholar
  • Votruba-Drzal, E., Levine Coley, R. ve Lindsay Chase-Lansdale, P. (2004). Child care and low-income children’s development: Direct and moderated effects. Child Development, 75(1), 296-312. https:// doi.org/10.1111/j.1467-8624.2004.00670.x google scholar
  • Wachs, T. D., Gurkas, P. ve Kontos, S. (2004). Predictors of preschool children’s compliance behavior in early childhood classroom settings. Journal of Applied Developmental Psychology, 25(4), 439457. https://doi.org/10.1016/j.appdev.2004.06.003 google scholar
  • Watamura, S. E., Phillips, D. A., Morrissey, T. W., McCartney, K. ve Bub, K. (2011). Double jeopardy: Poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk Child Development, 82(1), 48-65. https://doi.org/10.1111/ j.1467-8624.2010.01540.x google scholar
  • Welsh, M. C., Pennington, B. F. ve Groisser, D. B. (1991). A normative developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7(2), 131-149. https://doi.org/10.1080/87565649109540483 google scholar
  • Yaya-Bryson, D., Scott-Little, C., Akman, B. ve Cassidy, D. (2020). A comparison of early childhood classroom environments and program administrative quality in Turkey and North Carolina. International Journal of Early Childhood, 52, 233-248. https://doi.org/10.1007/s13158-020-00268-2 google scholar
  • Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., Chiang, J. K., Hongwanishkul, D., Schuster, B. V., Sutherland, A. ve Carlson, S. M. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), vii-137. https://www.jstor.org/stable/1166202 google scholar
Psikoloji Çalışmaları-Cover
  • ISSN: 1304-4680
  • Başlangıç: 1956
  • Yayıncı: İstanbul Üniversitesi
Arşiv
Sayıdaki Diğer Makaleler

Algılanan Ebeveyn Reddi ile Somatizasyon Arasındaki İlişkide Aleksitiminin Aracı Rolü

Zeynep HAKTANIR, Işıl ÇOKLAR

Orta Yaş Dönemindeki Meme Kanseri Kadın Bireylerde Benlik Saygısı ve Psikolojik Uyum Arasındaki İlişkiler: Hayatın Anlamının Aracı Rolü

Cem SOYLU, Zehra UÇANOK

Çevrimiçi Psikoterapinin Etik Kodlar Çerçevesinde İncelenmesi

Gamze ŞEN, Burcu KORKMAZ

Küçük Çocuklar İçin Epistemik Merak Ölçeği: Türkçe Uyarlama Çalışması

Seda SARAC, Enisa MEDE, Tuğba ABANOZ

Ev Ortamı ve Okul Öncesi Eğitim Kurumlarındaki Çevresel Kaosun Çocukların Yönetici İşlevleri ile İlişkisinin İncelenmesi

Figen EROĞLU ADA, Feyza ÇORAPÇI, Elif Aysimi DUMAN

Kaufman Kısa Zekâ Testi İkinci Sürümünün (KBIT-2) ve Wechsler Çocuklar için Zekâ Ölçeğinin Dördüncü Sürümünün (WÇZÖ-IV) Karşılaştırılması

Sait ULUÇ, Ferhunde ÖKTEM