Okul Öncesi Öğretmenlerinin Algılarına Göre Çocuklarda Öz Disiplin Gelişimi: Uzun Bir Yol

Mevcut çalışma, okul öncesi öğretmenlerinin çocuklarda öz disiplin gelişimi hakkındaki algılarına ulaşmayı amaçlamıştır. Bu amaca ulaşmak için vaka incelemesi nitel araştırma yöntemi izlenmiş ve Türkiye'deki özel bir eğitim kurumundaki durum ele alınmıştır. Kurumda yedi anaokulu öğretmeni çalışmaktadır. Veri toplama aracı olarak on kısa öykü ve ilgili soruları ile on bir görüşme sorusu içeren bir görüşme protokolü kullanılmıştır. Görüşme protokolü, okul öncesi eğitim kurumlarında araştırmacının yaptığı gözlemlerden sonra geliştirilmiş ve pilot çalışma sonrasında yeniden düzenlenmiştir. Veri analizi için betimsel analiz tekniği kullanılmıştır. Elde edilen sonuçlara göre, katılımcı okul öncesi öğretmenleri öz disiplinin ne olduğu, önemi, öz disiplini teşvik edecek olası ve uygun stratejiler hakkında bilgi sahibidir. Ancak öz-disiplin öğretmenler tarafından çocukların günlük yaşamlarında önemli olarak algılanmasına ve kendi rollerini tanımlamalarına rağmen, öz-disiplinle ilgili olmayan bazı vurgular ve literatürle uyumlu olmayan uygulamaların olduğu bulunmuştur. Gelecekteki araştırmalarda öz-disiplinle ilgili olmayan vurguların analiz edilmesi ve uygun uygulamaların geliştirilmesi önerilir.

Anahtar Kelimeler:

Öz disiplin, okul öncesi öğretmenleri, ilk yıllar

PDF

___

Baerny, M. B. (2006). School-wide expectation plans: A case study of the implementation process in an elementary school (Yayımlanmamış yüksek lisans tezi). Pasific Lutheran University, Tacoma, ABD.
Balat, G. U. (2005). Değerler eğitimi ve değerler eğitimi programları. A. Oktay & Ö. P. Unutkan (Ed.) Okul öncesi eğitimde güncel konular (s. 197-213) içinde. İstanbul: MORPA Kültür Yayınları.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, N.J.: Prentice-Hall.
Barter, C. & Renold, E. (2000). ―I wanna tell you a story‖: Exploring the application of vignettes in qualitative research with children and young people. International Journal of Social Research Methodology, 3(4), 307-323.
Bear, G. B. (2005). Developing self-discipline and preventing and correcting misbehavior. Boston: Pearson Education.
Bear, G. G., & Duquette, J. F. (October 2008). Fostering self-discipline. Principal Leadership, 9(2), 10-14.
Bear, G. G., Slaughter, J. C., Mantz, L. S., & Farley-Ripple, E. (2017). Rewards, praise, and punitive consequences: Relations with intrinsic and extrinsic motivation. Teaching and Teacher Education, 65, 10–20. Doi: https://doi.org/10.1016/j.tate.2017.03.001
Bennis, D. (Summer 2008). Do freedom-based schools fail to produce self- discipline? ENCOUNTER: Education for Meaning and Social Justice, 21(2), 38-40
Brooks, R. & Goldstein, S. (2007). Raising a self-disciplined child: Help your child become more responsible, confident, and resilient. ABD: McGraw Hill.
Brundrett, M. & Lungka, P. (2019). The development of teachers’ knowledge and behavior in promoting self-discipline: A study of early years teachers in Thailand, Education 3-13, 47(4), 462-474. Doi: 10.1080/03004279.2018.1498996
Carlton, M. P. & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25 (3), 159-166.
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., Jonides, J., Berman, M. G., Wilson, N. L., Teslovich, T., Glover, G., Zayas, V., Mischel, W. & Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. The Proceedings of the National Academy of Sciences, 108(36), 14998-5003. Doi: 10.5214/ans.0972.7531.180407.
Coloroso, B. (2002). Kids are worth it!. New York: Harper Collins.
Combs, A. W. (1985). Achieving self-discipline: Some basic principles. Theory into Practice, 24(4), 260- 264.
Committee on Psychosocial Aspects of Child and Family Health (1998). Guidance for effective discipline. Pediatrics, 101(4), 723-728.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
Cummings, C. B. (2000). Winning Strategies for Classroom Management. Alexandria: Association for Supervision & Curriculum Development.
Curwin, R. L. & Mendler, A. N. (1999). Discipline with Dignity. Alexandria: Association for Supervision & Curriculum Development.
Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335–341. Doi: https://doi.org/10.1177/0963721412453722
Diamond, A. & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959-964. Doi: 10.1126/science.1204529959-964
Duckworth, A. L. (2009). Self-discipline is empowering. The Phi Delta Kappan, 90(7), 536.
Duckworth, A. L. & Carlson, S. M. (2013). Self-Regulation and School Success. B. W. Sokol, ‎F. M. E. Grouzet & ‎U. Müller (Ed.) Self-Regulation and autonomy: social and developmental dimensions of human conduct (s. 208- 230) içinde. New York: Cambridge University Press.
Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319– 325. Doi: https://doi.org/10.1177/0963721414541462
Duckworth, A. L. & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
Duckworth, A. L. & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198-208.
Edwards, C. H. (2000). Classroom discipline and management (3. Basım). New York: John Wiley & Sons, Inc. All.
Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., Zhou, Q., & Losoya, S. H. (2009). Longitudinal relations of children’s effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45(4), 988–1008. Doi: https://doi.org/10.1037/a0016213
Flicker, E. S. & Hoffman, J.A. (2006). Guiding children’s behavior: Developmental discipline in the classroom. New York: Teachers College Press.
Goldman, S. S. (2006). Self-discipline predicts academic performance among low-achieving adolescents. RES: Journal of Undergraduate Research and Writing, 2(1), 84-97.
Gordon, T. (1991). Discipline that works. New York: Plume.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3–13. Doi: https://doi.org/10.1037/0022-0663.93.1.3
Gottfried, A. E., & Gottfried, A. W. (1996). A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood through Early Adolescence. Gifted Child Quarterly, 40(4), 179–183. Doi: https://doi.org/10.1177/001698629604000402
Gottfried, A. E., Gottfried, A. W., Morris, P. E., & Cook, C. R. (2008). Low academic intrinsic motivation as a risk factor for adverse educational outcomes: A longitudinal study from early childhood through early adulthood. C. Hudley & A. E. Gottfried (Eds.), Child development in cultural context. Academic motivation and the culture of school in childhood and adolescence (s. 36–69) içinde. Oxford University Press. Doi: https://doi.org/10.1093/acprof:oso/9780195326819.003.0003
Hamre, B. K. & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
Hughes, R. & Huby, M. (2002). The application of vignettes in social and nursing research. Journal of Advanced Nursing, 37(4), 382-386.
Jeffries, C. & Maeder, D. W. (2004-2005). Using vignettes to build and assess teacher understanding of instructional strategies. The Professional Educator, 27(1-2), 17-28.
Karaoğlu, M. (2002). Okul öncesi eğitim kurumlarında istenmeyen davranışlar ve yönetimi (Yayımlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Denizli, Türkiye.
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
McDonald, W. (October 2015). Is self-discipline the master key to success? Erişim adresi: https://www.linkedin.com/pulse/self-discipline-master-key-success-wayne-mcdonald/ Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
Mischel, H. N., & Mischel, W. (1983). The development of children's knowledge of self- control strategies. Child Development, 54(3), 603-619.
Mischel, W. (2014). The Marshmallow Test: Mastering self-control. New York: Little, Brown and Company.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M. & Caspi, A. (2011, Şubat). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693- 2698. Doi: 10.1073/pnas.1010076108
Oktay, A. (2005). Okul öncesi dönemde disiplin. A. Oktay & Ö. P. Unutkan (Ed.), Okul öncesi eğitimde güncel konular (s. 181-188) içinde. İstanbul: MORPA Kültür Yayınları.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3. Basım). Thousand Oaks, London, New Delhi: Sage.
Pianta, R. C. & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458. Doi: 10.1080/02796015.2004.12086261
Purkey, W. W. (Autumn, 1985). Inviting student self-discipline. Theory into Practice, 24(4), 256-259. Rogus, J. F. (1985). Promoting self-discipline: A comprehensive approach. Theory into Practice, 24(4), 271-276.
Scachetti, E. F. (1959). Good discipline is self-discipline (Yayımlanmamış yüksek lisans tezi). Newark State College, New Jersey, ABD.
Schoenberg, N. E. & Ravdal, H. (2000). Using vignettes in awareness and attitudinal research. International Journal of Social Research Methodology, 3(1), 63-74.
Stake, R. E. (2010). Qualitative research: Studying how things work. New York, London: The Guilford Press.
Stolte, J. F. (2001). The context of satisfying in vignette research. The Journal of Social Psychology, 134(6), 727-733.
Tao, T., Wang, L., Fan, C. & Gao, W. (2014). Development of self-control in children aged 3 to 9 years: Perspective from a dual-systems model. Scientific Reports, 4(7272), 1-5. Doi: 10.1038/srep07272.
Taylor, A. F., Kuo, F. E. & Sullivan, W. C. (2002). Views of nature and self-discipline: evidence from inner city children. Journal of Environmental Psychology, 22, 49-63. Doi:10.1006/jevp.2001.0241
Unutkan, Ö. P. (2005). Okul öncesi dönemde sorumluluk eğitimi. A. Oktay & O. P. Unutkan (Ed.), Okul öncesi eğitimde güncel konular (s.189-196) içinde. İstanbul: MORPA Kültür.
Wayson, W. W. & Lasley, T. J. (1984). Climates for excellence: schools that foster self- discipline. The Phi Delta Kappan, 65(6), 419-421.
Wiener, D. N. & Phillips, E. L. (1971). Training children in self-discipline and self-control or how to be good parents and teachers without at all times pleasing, indulging, or giving love. ABD: Prentice-Hall International.
Willis, E. (2016). An empathetic beginning in education: exploring the prospects of self- regulation skills on pro-social behaviour in the early childhood environment. Early Child Development and Care, 186(4), 662- 70. Doi: 10.1080/03004430.2015.1045422
Yin R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks: Sage.
Zelazo, P. D. & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), s 354– 360. Doi: 10.1111/j.1750-8606.2012.00246.x
Zimmerman, B. J. & Kitsantas, A. (2014). Comparing students' self-discipline and self- regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39, 145-155. Doi: https://doi.org/10.1016/j.cedpsych.2014.03.004