Altı yaşındaki çocuklara yönelik bir müdahale programının etkisi: Bir yaz okulu modeli

Bu çalışma, 'Yaz Okulu Modeli'nin bir erken çocukluk müdahale programı olarak etkinliğinin değerlendirilmesi araştırmasıdır. Elverişsiz koşullarda ve çok dilli ortamlarda yetişen çocukların bilişsel ve dil becerilerini destekleyerek okula hazırlık düzeylerini arttırmak amacıyla, okula başlamadan önceki yaz döneminde katılabilecekleri 10 haftalık bir müdahale programı hazırlanmıştır. Müdahale programı, okuryazarlık-öncesi, matematik-öncesi ve Türkçe dil becerileri üzerine odaklanmış bir Okulöncesi Eğitim Programıdır. Değerlendirme çalışması bir güneydoğu ilinde programın ilk uygulamasında yapılmıştır; programa altı yaşında ikidilli çocuklar katılmıştır. Araştırmada ön-test / son-test, kontrol gruplu, yan deneysel bir desen uygulanmış ve müdahale eğitimine 92, kontrol grubuna da aynı ortamdan 93 çocuk katılmıştır. Bulgular, programa katılan çocukların, okuryazarlık-öncesi, matematik-öncesi, dilbilgisi ve hikaye anlama becerileri son testlerinde, programa katılmayanlara kıyasla anlamlı düzeyde daha başarılı olduklarını ortaya koymuştur. Bulgular aynı zamanda annenin eğitim düzeyinin dil becerilerinin gelişimindeki önemini de göstermiştir. Sonuçlar, programın genel olarak kısa vadeli etkinliğini ve özellikle de yaz okulu modelinin okula hazırlık açısından riskli konumda olan çocuklar için önemli bir müdahale stratejisi olabileceğini göstermektedir.

Effectiveness of an intervention program for six year olds: A summer-school model

This study reports on the evaluation of a 'summer-preschool model' as an intervention measure. A 10-wcek program was designed to increase the school readiness of Turkish children from disadvantaged and multilingual environments by supporting their cognitive and linguistic skills during the summer prior to the start of school. The intervention consisted of a Preschool Education Program with a special focus on Turkish language, pre-literacy and pre-numeracy skills. The evaluation study was carried out on its first implementation in a southeastern province of Turkey where it was attended by bilingual six-year-olds. A pre-post, control-group, quasi experimental design was used with 92 intervention trained and 93 non-trained control children from the same neighborhoods. Compared to the control children, the intervention children scored significantly higher on post-test measures of pre-literacy and pre-numeracy skills, and on measures of syntactic knowledge and story comprehension. The results also revealed the importance of the educational level of the mother for progress in language skills. The findings indicate the overall short-term effectiveness of the program and of the summer pre-school model as a primary prevention strategy that aims to bring children at risk to a higher level of school readiness.

Kaynakça

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Kaynak Göster