ERKEN MÜDAHALE PROGRAMLARININ ERKEN ÇOCUKLUK EĞİTİMİNDEKİ ROLÜ: ERKEN ÇOCUKLUK EĞİTİMİNE YAPILAN YATIRIM GELECEĞE YAPILAN YATIRIM MIDIR?

Erken çocukluk döneminde çocukların daha iyi bir geleceğe sahip olması amacıyla erken çocukluk eğitiminde çeşitli erken müdahale programları uygulanmaktadır. Erken müdahale programları görünürde farklı amaçlara hizmet ediyor gibi algılansalarda özlerinde ortak olarak çocukların bütünsel gelişimlerini koruyarak ülkeyi toplumsal refaha eriştirmeyi amaçlamaktadırlar. Bu çalışmada erken çocukluk eğitimine yapılan yatırımların erken müdahale programları çerçevesinde sosyal, toplumsal, ekonomik ve siyasal açıdan önemleri alan yazın ışığında tartışılmaktadır. Erken çocukluk döneminde uygulanan nitelikli programlar sayesinde risk altındaki çocukların akranlarıyla benzer eğitimler alarak hayata geriden değil aynı çizgiden başlamaları sağlanmaktadır. Bu programlara dâhil olan risk altındaki çocuklar yetişkinlik çağına eriştiklerinde suça karışmayarak, iyi bir işe girerek ve yaşadıkları risklerden arınıp kendi çocuklarına daha iyi bir gelecek sağlayarak aldıkları nitelikli eğitimin çıktılarını topluma iade etmiş olurlar. Çocukların sosyal yönden güçlendirilmesi için yapılacak erken müdahale çalışmaları gelecekte de toplumsal düzenin korunması ve sosyal refahın sürdürülmesinde oldukça önemlidir. Bu makale ile erken çocukluk eğitimine yapılan yatırımlar erken müdahale programları çerçevesinde incelenmiş yok denecek kadar az yerli çalışmalara bir yenisini eklenmesi ve ilgililerin dikkatinin bu konuya çekilmesi amaçlanmaktadır. Sözü edilen erken müdahale hizmetlerinin kısa ve uzun dönemli çıktıları ve fayda/maliyet analizleri incelenmiştir. Ayrıca program etkilerinin çocuğun kendisinden yola çıkarak bulunduğu topluma kadar genişleyen halkalar bütününde hangi halkaya kadar yayıldığı üzerinde durulmuştur

ROLE OF EARLY INTERVENTION PROGRAMS IN EARLY CHILDHOOD EDUCATION: DOES INVESTMENT OF EARLY CHILDHOOD EDUCATION MAKE INVESTMENT FOR THE FUTURE?

A variety of early intervention programs is implemented in order to have a better future for pre-school children in early childhood education. While early intervention programs as detected apparently serve different purposes, they are intended to carry the essence of social welfare and preserve as partners in their children's holistic development in the country. In this study, in the framework of the early intervention programs are discussed in the light of literature in terms of community, social, economic and political importance of investment in early childhood education. At-risk children do not start from back life through to qualified early childhood programs which provided similar training by their peers. When at-risk children access the adulthood who involved in these programs, will have returned to the community the output of quality education by providing a better future to their kids entering good work and get rid of delinquency. Early intervention studies which will strengthen children socially are very important in the protecting social order and maintaining social welfare in the future. Investments in early childhood education are examined in the context of early intervention programs with this article added a new one to the domestic research and intended to withdraw the attention of related to this issue. These early intervention services for short and long-term outcomes and cost/benefit analysis were examined. In addition, the effect of program where is starting the ring from child to community has been focused on expanding the ring. Many countries implement early intervention programs that target at-risk preschool children from the social environment to take care of important educational issues. Unfortunately, most children participating in this program get into the school with fixed the problem behavior models and they join classes of teachers of misrepresented as equipped about deal with such behavior. However it has been reported that the area of preschool teachers feel not themselves ready is the management of problem behavior (Campbell, 1995; Stormont, Reinke & Herman, 2011). Whereas taking into account the number of children enrolled in early childhood education programs, there is a need to effective early intervention that can be applied in classroom activities to reduce children's chronic problem behaviors by teachers (Gross, et al., 2003). Through applied quality programs in early childhood, children at-risk are provided to start in the same line not back to life by taking similar training with their peers. Children at-risk who included these programs would have returned the output of qualified education to the community by entering a good job and purifying from risks, providing a better future and being involved in crime for their children when they reach the age of adulthood. However there is no an universal model that is valid in each condition to prevent the problem behavior. In accordance with knowledge about different intervention approaches of teachers whether basis of the principle of case by case these approaches are expected to use (Habacı, Tanrıkulu, Atıcı, Ürker & Adıgüzelli, 2013). It is obvious that it's a hard method to manage the children with pressure nowadays when especially advancing so fast in science and technology, interpreting the child's profile and changing the expectations of individuals. It is necessary to implement multilateral activities and participate the process by going to children's the world of thoughts and feelings in educational environments (Şahin & Arslan, 2014). In this context, living social skills and behavior patterns of exhibits deficiencies intervene in early children the opportunity to become socially competent individuals. Children who have the skills as simple as sharing, helping, cooperation and waiting for turn but as based regarded have a trouble understanding peers which tends them to use aggression, bullying, violent behavior. They are rejected by their peers as a result of these behaviors. However social competence and emotional literacy of children is expected to exhibit problem behavior be minimal. Academic failure came to permanent and leads to various problems in adulthood in case of intervention are not implement problem behaviors. In this direction early intervention studies to be made in strengthening children's social aspects is very important for the protecting social order and maintaining social welfare in the future. Countries should do the investments to high-quality early childhood programs through improving the quality of life of millions of children, reducing the crime rate, making them more productive future workforce and being strengthen the economy. By providing program services with gained final budget conveniences to poor children will provide funding to the country's most urgent part of the future needs (Lynch, 2004). In the case of high gains of qualified programs are going to keep in mind, available early childhood education programs should produce to support and improve (Bartik, 2013). The politicians who have authorities for decisions about investments in early intervention programs would like to see getting the outputs as tangible. Politicians decide easier by know the economy reflections of children and community's social, emotional and cognitive gains. Although the longterm benefits of investment in early intervention is important to know, the short term benefits of these investments to realize intent is encouraging more politicians. The reason for this is the person who will stand in power in the short term, may want to use these short-term benefits to come to power again at the other selection process.

PDF

___

ANTHONY, L. G.,ANTHONY, B. J., GLANVILLE, D. N., NAIMAN, D. Q., WAANDERS, C. &SHAFFER, S. (2005). The Relationships Between Parenting Stress, Parenting Behaviour and Preschoolers’ Social Competence and Behaviour Problems in the Classroom. Infant andChild Development, 14, 133–154.
AUBREY, C. &WARD, K. (2013). Early years practitioners’ views on early personal, social and emotional development. Emotional and Behavioural Difficulties, 18(4), 435-447.
BARNETT, W. S. (2004). Maximizing returns from pre-kindergarten education. Federal Reserve Bank of Cleveland Research Conference. Retrieved December 01, 2013, from http://nieer.org/resources/files/Preschool InvestmentReturns.pdf.
BARTIK, T. (2013). Early Childhood Programs as an Economic Development Tool: Investing Early to Prepare the Future Workforce. Retrieved December 01, 2013, from familyimpactseminars.org.
BORNSTEIN, M. H.,HAHN, C. &HAYNES, O. M. (2010). Social competence, externalizing and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22, 717 -735.
CAMPBELL, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113–149.
CAMPBELL, F. A. &RAMEY, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65(2), 684-698.
CHEN, H. &ISPA, J. M. (1999). When mother says to do one thing and teacher says to do another: Preschoolers' responses to mother-teacher differences. Journal of Research in Childhood Education, 13(2), 196-206.
CONROY, M. A.,SUTHERLAND, K. S., Vo, A. K., CARR, S. &OGSTON, P. L. (2013). Early childhood teachers' use of effective İnstructional practices and the collateral effects on young. Journal of Positive Behavior Interventions, XX(X) 1–12.
COSTELLO, E. J.,FOLEY, D. L. &ANGOLD, A. (2006). 10-year research update review: The epidemiology of child and adolescent psychiatric disorders: II. Journal of American Academy of Child and Adolescent Psychiatry,45(1), 8-25.
CRANE, J. (2003). Do Early Childhood Intervention Programs Really Work? Coalition for EvidenceBased Policy. Retrieved December 01, 2013, from http://evidencebasedprograms.org/wpcontent/uploads/2012/12/Do-Early-Intervention-Programs-Really-Work7.pdf.
DENHAM, S. A. &BROWN, C. (2010). Plays nice with others: Social-emotional learning and academic success. Early Education & Development, 21, 652–680.
DENHAM, S. A.,KALB, S., WAY, E., WARREN-KHOT, H., RHOADES, B. L. &BASSETT, H. H. (2013). Social and emotional information processing in preschoolers: indicator of early school success? Early Child Development and Care, 183(5), 667-688.
DUNLAP, G.,STRAIN, P. S., FOX, L., CARTA, J., CONROY, M., SMITH, B. J. &SOWELL, C. (2006). Prevention and intervention with young children’s challenging behavior: Perspectives regarding current knowledge. Behavioral Disorders, 32, 29-45.
EBERHARDT-WRIGHT, A. (2002). Challenging behavior in the classroom. Head Start Bulletin, #73. Retrieved December 01, 2013, from http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/Bulletin 73Chi.htm.
EGGER, H. L. &ANGOLD, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology, and epidemiology. Journal of Child Psychology and Psychiatry,47, 313-337.
EISENBERG, N.,FABES, R. A. &SPINRAD, T. L. (2006). Prosocial development. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (Vol. 3, pp. 646-718). Hoboken, NJ: John Wiley & Sons.
ELLIOTT, S. N. &GRESHMAN, F. M. (1991). Social skills intervention guide: Practical strategies for social skills training. Circle Pines, MN:American Guidance Service.
ER, M. (2006). Çocuk, hastalık, anne-babalar ve kardeşler. Çocuk Sağlığı ve Hastalıkları Dergisi, 49(2), 155-168.
FOX, L. &SMITH, B. J. (2007, January). Policy brief: Promoting social, emotional, and behavioral outcomes of young children served under IDEA. Center on the Social and Emotional Foundations of Early Learning and Center for Evidence-based Practice: Young Children with Challenging Behavior.
FREY, A. J.,PARK, K. L., BROWNE-FERRIGNO, T. &KORFHAGE, T. L. (2010). The social validity of program-wide positive behavior support. Journal of Positive Behavior Interventions, 12(4), 222-235.
GALINSKY, E. (2006). The Economic Benefits of High-Quality Early Childhood Programs: What Makes the Difference? Washington, DC: The Committee for Economic Development.
GARMEZY, N. (1991). Resilience and vulnerability to adverse developmental outcomes associated with poverty. American Behavioural Scientist, 34, 416–430.
GREEN, V. A.,DRYSDALE, H., BOELEMA, T., SMART, E., VAN DER MEER, L., ACHMADI, D., PRIOR, T., O'REILLY, M., DIDDEN, R. &LANCIONI, G. (2013). Use of video modeling to increase positive peer interactions of four preschool children with social skills difficulties. Education & Treatment of Children, 36(2), 59-85.
GRESHAM, F. M. (2004). Current status and future directions of schoolbased behavioral interventions. School Psychology Review, 33, 326-343.
GRESHAM, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Educationand Treatment of Children, 28, 328-344.
GROSS, D.,FOGG, L., WEBSTER-STRATTON, C., GARVEY, C., JULION, W. &GRADY, J. (2003). Parent training of toddlers in day care in low-income urban communities. Journal of Consulting and Clinical Psychology, 71, 261–278.
HARVEY, E. A.,YOUNGWIRTH, S. D., THAKAR, D. A. &ERRAZURIZ, P. A. (2009). Predicting attention-deficit/hyperactivity disorder and oppositional defiant disorder from preschool diagnostic assessments. Journal of Consulting and Clinical Psychology, 77, 349–354.
HEBBELER, K. M. &GERLACH-DOWNIE, S. G. (2002). Inside the black box of home visiting: A qualitative analysis of why intended outcomes were not achieved. Early Childhood Research Quarterly, 17, 28-5.
HOWES, C. (1988). Continuity in children’s relations with peers. Social Development, 7, 340-349. Individuals with Disabilities Education Improvement Act regulations (n.d.). Retrieved December 01, 2013, from http://www.ideapartnership.org/oseppage.cfm?pageid=44
KAĞITÇIBAŞI, C.,SUNAR, D., BEKMAN, S., BAYDAR, N. &CEMALCILAR, Z. (2009). Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later. Journal of Applied Developmental Psychology, 30, 764–779.
KAISER, A. P.,CAI, X., HANCOCK, T. B. &FOSTER, E. M. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in Head Start. Behavioral Disorders, 28(1), 23–39.
KEENAN, K.,BOELDT, D., CHEN, D., COYNE, C., DONALD, R., DUAX, J., vd. (2011). Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers. Journal of Child Psychology and Psychiatry, 52, 47–55.
LADD, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children’s early school adjustment? Child Development, 61, 1081- 1100.
LADD, G.W.,BUHS, E.S. &SEID, M. (2000). Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46, 255–279.
LANDRY, S. H.,ZUCKER, T. A., TAYLOR, H. B., SWANK, P. R., WILLIAMS, J. M., ASSEL, M., CRAWFORD, A., HUANG, W., CLANCY-MENCHETTI, J., LONIGAN, C. J., PHILLIPS, B. M., EISENBERG, N., SPINRAD, T. L., de VILLIERS, J., de VILLIERS, P., BARNES, M., STARKEY, P. &KLEIN, A. (2013). Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program. Developmental Psychology. doi:10.1037/a0033494.
LEUNG, C.,TSANG S. &HEUNG, K. (2013). Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families. Research on Social Work Practice, 23(4), 397-406.
LOEBER, R. &FARRINGTON, D. P. (1998). Serious and violent juvenile offenders: Risk factors and successful interventions. Thousand Oaks,CA: Sage.
LONGSTRETH, S.,BRADY, S. &KAY, A. (2013). Discipline policies in early childhood care and education programs: Building an infrastructure for social and academic success. Early Education & Development,24(2), 253-271.
LUDWIG, J. &SAWHILL, I. (2007). Success by Ten Intervening Early, Often, and Effectively in the Education of Young Children. The Hamilton Project: Advancing Opportunity, Prosperity and Growth. The Brookings Institution.
LYNCH, R. G. (2004). Exceptional returns: Economic, fiscal and social benefits of investment in early childhood development. Economic Policy Institute. Retrieved December 01, 2013, from http://cots6.tynwald.org.im:47851/business/committee/SAPRC/Public%20Evidence/ Exceptional%20Returns.pdf
MACLEOD, J. &NELSON, G. (2000). Programs for the promotion of family wellness and the prevention of child maltreatment: A meta-analytic review. Child Abuse & Neglect, 24, 1127– 1149.
MAHONEY, G. &BELLA J. M. (1998). An examination of the effects of family-centered early intervention on child and family outcomes. Topics in Early ChildhoodSpecial Education, 18, 83-94.
MAHONEY, G. &WIGGERS, B. (2007). The role of parents in early intervention: Implications for social work. Children & Schools, 29(1), 7-15.
MARCHANT, M.,YOUNG, R. K. &WEST, R. P. (2004). The effects of parental teaching on compliance behavior of children. Psychology in the School, 41, 337–350.
MARKOWITZ, J.,CARLSON, E. &FREY, W. (2006). Preschoolers with disabilities: Characteristics, services, and results. Wave 1 overview report from the Pre-Elementary Education Longitudinal Study (PEELS). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
MCBRIDE, S. L. &PETERSON, C. (1997). Home-based early intervention with families of children with disabilities: Who is doing what? Topics in Early ChildhoodSpecial Education, 17, 209-23.
MCCABE, P. &ALTAMURA, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in Schools, 48, 513-540.
MCCORD, J. (1978). A 30 year follow-up of treatment effects. American Psychologist, 33, 284–289.
MCGORRY, P. D.,KILLACKEY, E. &YUNG, A. (2008). Early intervention in psychosis: concepts, evidence and future directions. World Psychiatry, 7(3), 148-156.
MCINTYRE, L. L.,BLACHER, J. &BAKER, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual DisabilityResearch, 50, 349−361.
MENDEZ, J.,MCDERMOTT, P. &FANTUZZO, J. (2002). Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychology in the Schools,39, 111–123.
MYCK-WAYNE, J. (2010). In defense of play: Beginning the dialog about the power of play. Young Exceptional Children, 13(4), 14–23.
NELSON, C. A. (2000a). Neural plasticity and human development: The role of early experience in sculpting memory systems. Developmental Science, 3(2), 115–136.
NELSON, C. A. (2000b). How important are the first three years of life? Applied Developmental Science, 3(4), 235–238.
O’BRIEN CAUGHY, M.,LEONARD, T., BERON, K. &MURDOCH, J. (2013). Defining neighborhood boundaries in studies of spatial dependence in child behavior problems. International Journal of Health Geographics, 12(24).
O’CONNER, E. E.,DEARING, E. &COLLINS, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48, 120– 162.
PIERCE, E.W.,EWING, L. J. &CAMPBELL, S. B. (1999). Diagnostic status and symptomatic behavior of hard-to-manage preschool children in middle childhood and early adolescence. Journal of Clinical Child Psychology, 28, 44–57.
POPLI, G.,GLADWELL, D. &TSUCHIYA, A. (2013). Estimating the critical and sensitive periods of investment in early childhood: A methodological note. Social Science & Medicine. http://dx.doi.org/10.1016/ j.socscimed.2013.03.015.
POWELL, D.,FIXSEN, D., DUNLAP, G., SMITH, B. &FOX, L. (2007). A synthesis of knowledge relevant to pathways of service delivery for young children with or at risk of challenging behavior. Journal of Early Intervention, 29, 81–106.
RESCHLY, D. J. (2004). Commentary: Paradigm shift, outcomes criteria, and behavioral interventions: Foundations for the future of school psychology. School Psychology Review, 33, 408-418.
REYNOLDS, A. J.,TEMPLE, J. A., ROBERTSON, D. L. &MANN, E. A. (2001). Long-Term effects of an early childhoood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. JAMA, 285, 2339-2346.
ROBERTS, R. N.,AKERS, A. L. &BEHL. D.D. (1996). Family- level service coordination within home visiting programs. Topics in Early Childhood Special Education, 16, 279-301.
ROLNICK, A. J. &GRUNEWALD, R. (2003). Early childhood development: Economic development with a high public return. Fedgazette, 15(2). Minneapolis: Federal Reserve Bank of Minneapolis. Retrieved December 01, 2013, from http://www.minneapolisfed.org/publications_papers/pub_display.cfm?id=3832
RUBIN, K. H.,BUKOWSKI, W. M. &PARKER, J. G. (2006). Peer interactions, relationships and groups. In N. Eisenberg (Ed.), The handbook of child psychology(Vol. 6, pp. 571-645). New York, NY: Wiley.
SEVERSON, H. H.,WALKER, H. M., HOPE-DOOLITTLE, J., KRATOCHWILL, T. R. &GRESHAM, F. M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193-223.
SHANNON, P. (2004). Barriers to family-centered services for infants and toddlers with developmental delays. Social Work. 49, 301-308.
SNELL, M. E.,BERLIN, R. A., VOORHEES, M. D., STANTON-CHAPMAN, T. L. &HADDEN, S. (2011). A survey of preschool staff concerning problem behavior and its prevention in Head Start classrooms. Journal of Positive Behavior Interventions, 14(2), 98-107.
STORMONT, M. A.,BECKNER, R., MITCHELL, B. &RICHTER, M. (2005). Supporting successful transitions to kindergarten: General challenges and specific implications for students with problem behavior. Psychology in the Schools, 42, 765–778.
STORMONT, M. A.,REINKE, W. &HERMAN, K. (2011). Teachers’ knowledge of evidence-based interventions and available school resources for children with emotional and behavioral problems. Journal of Behavioral Education, 20, 138–147.
STUDTS, C. R. &VAN ZYL, M. A. (2013). Identification of developmentally appropriate screening items for disruptive behavior problems in preschoolers. Journal of Abnormal Child Psychology, 41, 851–863.
U.S. Department of Health and Human Services. (2011). Child care and development fund fact sheet. Retrieved December 01, 2013, from http://www.acf.hhs.gov/programs/occ/ccdf/factsheet.htm
WEBSTER-STRATTON, C. (1999). How to promote children’s social and emotional competence. London, England: Sage.
WEBSTER-STRATTON, C. &TAYLOR, T. (2001). Nipping early risk factors in the bud: Preventing substance abuse, delinquency, and violence in adolescence through interventions targeted at young children. Prevention Science, 2, 165–192.