Elif YALÇINTAŞ SEZGİN, Leyla ULUS, İbrahim ŞAHİN

4- 6 yaş çocuklarının Davranış Düzenleme Becerileri ile Ses Bilgisel Farkındalık, Görsel Eşleştirme ve Yazı Yazma Öncesi Becerileri Arasındaki İlişkinin İncelenmesi

Çalışmalarda, davranış düzenleme becerilerinin okul öncesi çocuklarda erken akademik becerilerle ilişkilendirilmektedir. Buna ek olarak, sınırlı sayıda çalışmada davranış düzenleme becerilerinin erken okuryazarlık becerilerden; ses bilgisel farkındalık, görsel eşleştirme ve yazı yazma öncesi becerileriyle ilişkisi gösterilmiştir. Bu çalışmada, okul öncesi dönemdeki çocuklarda erken okuma yazma becerilerinden ses bilgisel farkındalık, görsel eşleştirme ve yazı yazma öncesi becerileri ile davranış düzenleme becerileri arasındaki ilişki yaş, cinsiyet, okula devam etme süresi, kardeş sayıları bakımından incelenmesi amaçlanmıştır. Bursa merkez ilçelerinden 144 okul öncesi dönemdeki çocuk, (68’i kız ve 76’sı erkek olmak üzere) araştırmaya katılmıştır. Sonuçlar, davranış düzenleme becerilerinin, ses bilgisel farkındalık ve yazı yazma öncesi becerilerle ilişkili olduğunu göstermektedir. Yaş arttıkça ses bilgisel farkındalık puanının ve görsel eşleştirme puanının arttığı, yazı yazma öncesi becerilerinde, kardeş sayılarına göre istatistiksel olarak anlamlı bir fark olduğu, okula devam etme süresinin ses bilgisel farkındalığı, görsel eşleştirme ve yazı yazma öncesi becerilerine etki etmediği, yazı yazma öncesi becerileri için cinsiyetler arasında istatistiksel olarak anlamlı farklılık olduğu, bu farkın kız çocuklarının yazı yazma öncesi becerilerinin erkek çocuklara göre daha yüksek olduğunu göstermektedir.

Anahtar Kelimeler:

Erken okuma yazma becerileri, ses bilgisel farkındalık, görsel eşleştirme, yazı yazma öncesi beceriler

The Examination of Relationship Between Behavioral Regulation with Phonological Awareness, Matching Images and Pre-Writing Skills in Preschool Children

Behavior regulation skills are associated with early academic skills in pre-school children in the studies. In addition to this, limited number of studies has been shown relations between behavioral regulation skills and early literacy skills; phonological awareness, matching images and pre-writing skills. The study aims at assessing the relation between phonological awareness, matching images and pre-writing skills which are early literacy skills and behavior regulation skills in preschool children with regard to age, gender, period of attending school, number of siblings.144 pre-school children, 68 of whom are girls and 76 boys, participated from Bursa central districts in the research. Results show that behavior regulation skills are associated with phonological awareness and pre-writing skills. When age increases, phonological awareness scores and matching images scores increase; according to number of siblings, there is a statistically significant difference pre-writing skills scores; period of attending school does not affect phonological awareness scores, matching images scores and pre-writing skills; there is a statistically significant difference between pre-writing scores by gender; the difference shows that girls’ pre-writing scores are higher than the boys’ pre-writing scores.

Keywords:

Early literacy skills phonological awareness, matching images, pre-writing skills, behavior regulation,

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