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68-72 Aylık Okul Öncesine ve İlkokula Devam Eden Çocukların Okula Uyum ve Öğretmenleriyle İlişkilerinin Karşılaştırılması

Year 2015, Volume: 34 Issue: 1, 1 - 17, 09.06.2015

Abstract

Araştırmanın amacı, 68-72 aylık okul öncesi eğitime ve ilkokula devam eden çocukların okula uyum ve öğretmenleriyle ilişkilerinin karşılaştırılmasıdır. Araştırmanın örneklem grubunu, Denizli il merkezinde ilkokul 1. sınıf ve okul öncesi eğitime devam eden 68-72 aylık 64 çocuk oluşturmaktadır. Araştırmada veri toplama araçları olarak Okula Uyum Öğretmen Değerlendirme Ölçeği ve Öğrenci-Öğretmen İlişki Ölçeği kullanılmıştır. Sonuçlara göre çocukların okula uyum değişkenlerinde (işbirlikli katılım, kendi kendini yönetme, okuldan kaçınma, okulu sevme) sınıf türü açısından anlamlı düzeyde farklılık bulunmamaktadır. Öğretmen-çocuk ilişkileri açısından ise iki grup arasında farklılık bulunmaktadır. Şöyle ki, öğretmene yakınlık, bağlılık ve genel öğretmen-çocuk ilişkisi açısından anasınıfına devam eden çocukların ilkokul 1. sınıfa devam eden akranlarına göre daha yüksek puanlar aldıkları belirlenmiştir. Öğretmenle çatışma değişkeninde ise 1. sınıfa devam eden çocuklar, diğer gruptaki akranlarına göre daha yüksek puanlar almışlardır.

References

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  • -
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  • -
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Year 2015, Volume: 34 Issue: 1, 1 - 17, 09.06.2015

Abstract

References

  • Arbeau, K. A., Coplan, R. J., & Weeks, M. (2010). “Shyness, teacher–child relationships, and socio-emotional adjustment in grade 1.”International Journal of Behavioral Development.C. 34, S. 3, s. 259–269.
  • Bart, O., Hajami, D., ve Bar-Haim, Y. (2007). “Predicting school adjustment from motor abilities in kindergarten.”Infant and Child Development,C. 16, S. 6, s. 597-615.
  • Bickel, D., Zigmond, N., & Strayhorn, J. (1991). “Chronological age at entrance to first grade:Effects on elementary school success.”Early Childhood Research Quarterly, C. 6, S. 2, s. 105-117.
  • Birch, S. H., & Ladd, G. W. (1997). “The teacher-child relationship and children’s early school adjustment.” Journal of School Psycohology, C. 34, S.1, s. 61-79.
  • Boz, T. ve Yıldırım, A. (2014). “4+4+4 eğitim sisteminde birinci sınıf öğretmenlerinin karşılaştığı zorluklar.” Başkent Üniversitesi Eğitim Fakültesi Dergisi,C. 1, S. 2, s. 54-65.
  • -
  • Burst, D. C., Hart, C. G., Charlesworth, R., Fleege, P. O., Mosley, J. ve Thomasson, R. H. (1992). “Observed activities and stres behaviors of children in developmentally appropriate and inappropriate kindergarten classroms.”Early Childhood Research Quarterly, C. 7, S. 2, s. 297-318.
  • Cadima, J., Leal, T., ve Burchinal, M. (2010). “The quality of teacher-student interactions: Associations with first graders’ academic and bahevioral outcomes.” Journal of School Psychology, C. 48, S. 6, s. 457-482.
  • Chan, W. L. (2010). “The transition from kindergarten to primary school, as experienced by teachers, parents and children in Hong Kong.” Early Child Development and Care, C. 180, S. 7, s. 973-993.
  • Chan, W. L. (2012). “Expectations for the transition from kindergarten to primary school amongst teachers, parents and children.” Early Child Development and Care,C. 182, S. 5, s. 639-664.
  • Curby, T. W., Rimm-Kaufman, S. E. ve Ponitz, C. C. (2009). “Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.”Journal of Educational Psychology, C. 101, S. 4, s. 912–925
  • Çelenk, S. (2008). “İlköğretim okulları birinci sınıf öğrencilerinin ilkokuma ve yazma öğretimine hazırlık düzeyleri.”Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, C. 8, S. 1, s. 83-90.
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  • Dockett, S., ve Perry, B. (2009). “Readiness for school.” Australian Journal of Early Childhood, C. 34, S. 1, s. 20-26.
  • Entwisle, D. R., ve Alexander, K. L. (1998). “Facilitating the transition to first grade: The nature of transition and research on factors affecting it.”Elementary School Journal, C. 98, S. 4, s. 351-364.
  • Erkan, S. ve Kırca, A. (2010). “Okulöncesi eğitimin ilköğretim birinci sınıf öğrencilerinin okula hazırbulunuşluklarına etkisinin incelenmesi.” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, S. 38, s. 94-106.
  • Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M. ve Steele, J. S. (2010). “Fine motor skills and early comprehension of the world: Two new school readiness indicators.”Developmental Psychology, C. 46, S. 5, s. 1008–1017.
  • Gülay Ogelman, H., ve Seven, S. (2014). “The Reliability-Validity Studies for the Student-Teacher Relationship Scale (STRS)”, III. European Conference on Social and Behavioral Sciences (IASSR), 06-08 February 2014, Sapienza University-Roma-Italy.
  • Gündüz, F. ve Çalışkan, M. (2013). “60-66, 66-72, 72-84 aylık çocukların okul olgunluk ve okuma yazma becerilerini kazanma düzeylerinin incelenmesi.”Electronic Turkish Studies, C. 8, S. 8,s. 379-398.
  • Güven, İ. (2012). “Eğitimde 4+ 4+ 4 ve Fatih Projesi yasa tasarısı= Reform mu?” İlköğretim Online, C. 11, S. 3, s. 556-577.
  • Hammond, C. (1985). “Not ready! Don’t rush me.”Childhood Educalion,C. 62, S. 4, s. 276-280.
  • Hamre, B. K., ve Pianta, R. C. (2001). “Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade.” Child Development, C. 72, S. 2, s. 625–638.
  • Harman, G. ve Çelikler, D. (2012) “Eğitimde hazırbulunuşluğun önemi üzerine bir derleme çalışması.”Eğitim ve Öğretim Araştırmaları Dergisi, C. 1, S. 3, s. 147-156.
  • Jerome, E., Hamre, B., ve Pianta, R. C. (2009). “Teacher–child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness.”Social Development,C. 18, S. 4, s. 915–945.
  • Koles, B., O'Connor, E., ve Mccartney, K. (2009) “Teacher–child relationships in prekindergarten: The influences of child and teacher characteristics.”Journal of Early Childhood Teacher Education,C. 30, S. 1, s. 3-21,
  • Kotaman, H. (2009). “Okul öncesi eğitimde High Scope modeli.” Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, S. 26, s. 31-41.
  • Kutluca-Canbulat, A. N. K. ve Yıldızbaş, F. (2014). “Okul öncesi ve sınıf öğretmenlerinin 60-72 aylık çocukların okula hazır bulunuşluklarına ilişkin görüşleri.”Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, C. 14, S. 1, s. 33-50.
  • -
  • La Paro, K. M., Pianta, R. ve Cox, M. (2000). “Kindergarten teachers’ reported use of kindergarten to first grade transition practices.” Elementary School Journal, C. 101, S. 1, s. 147-158.
  • 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, C. 61, S. 4, s. 1081-1100.
  • Lin, H., Lawrence, F. R. ve Gorrell, J. (2003). “Kindergarten teachers’ views of children’s readiness for school.”Early Childhood Research Quarterly,C. 18, S. 2, s. 225–237.
  • Loizou, E. (2011). “Empowering aspects of transition from kindergarten to first grade through children’s voices.” Early Years, C. 31, S. 1, s. 43-45.
  • Magnuson, K. A., Meyers, M. K., Ruhm, C. J. ve Waldfogel, J. (2004). “Inequality in preschool education and school readiness.”American Educational Research Journal,C. 41, S. 1, s. 115-157.
  • Maldonado-Carreno, C. ve Votruba-Drzal, E. (2011). “Teacher–child relationships and the development of academic and behavioral skills during elementary school: A within- and between-child analysis.”Child Development, C. 82, S. 2, s. 601–616.
  • Mantzicopoulos, P. (2005). “Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables.”Journal of School Psychology, C. 43, S. 5, s. 425–442.
  • May, D., ve Welch, E. (1985). “The effects of developmental placement on young children’s cognitive and social-emotional development.”Ear!v Child Development and Care, C. 22,S. 2-3, s. 195-209.
  • May, D. C. ve Kundert, D. K. (1997). “School readiness practices and children ar-risk: Examining the issues.”Psychology in the Schools, C. 34, S. 2, s. 73-84.
  • McBryde, C., Ziviani, J. ve Cuskelly, M. (2004). “School readiness and factors that influence decision making.”Occupational Therapy International, C. 11, S. 4, s. 193-208.
  • Milli Eğitim Bakanlığı (2012). 12 Yıllık Zorunlu Eğitime Yönelik Uygulamalar, http://www.meb.gov.tr/haberler/2012/12YillikZorunluEgitimeYonelikGenelge.pdf, ET: 10.01.2014.
  • Morrison, F. J., Griffith, E. M. ve Alberts, D. M. (1997). “Nature-nurture in the classroom: Entrance age, school readiness, and learning in children. Developmental Psychology, C. 33, S. 2, s. 254-262.
  • Murray, C., Murray, K. M. ve Waas, G. A. (2008). “Child and teacher reports of teacher–student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms.”Journal of Applied Developmental Psychology, C. 29, S. 1, s. 49–61.
  • O’Connor, E. (2010). “Teacher–child relationships as dynamic systems.”Journal of School Psychology,C. 48, S. 3, s. 187–218
  • Önder, A., & Gülay, H. (2010). “Reliability and validity of the Teacher Rating Scale of School Adjustment for 5-6 years of children,” International Online Journal of Educational Sciences, C. 2, S. 1, s. 204-224.
  • Özenç, M.& Çekirdekçi, S. (2013). “İlkokul 1. sınıfa kaydolan okul öncesi dönem çağındaki öğrencilerin (60-69 ay) yaşadıkları sorunlara ilişkin öğretmen görüşleri.” Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, C. 13, S. 2, s. 177-192.
  • Pagani, L. S., Fitzpatrick, C., Archambault, I. ve Janosz, M. (2010). “School readiness and later achievement: A French Canadian replication and extension.”Developmental Psychology, C. 46, S. 5, s. 984–994.
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There are 67 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Hülya Gülay Ogelman

Zarife Seçer

Aysun Gündoğan

Dursun Bademci This is me

Publication Date June 9, 2015
Published in Issue Year 2015 Volume: 34 Issue: 1

Cite

APA Gülay Ogelman, H., Seçer, Z., Gündoğan, A., Bademci, D. (2015). 68-72 Aylık Okul Öncesine ve İlkokula Devam Eden Çocukların Okula Uyum ve Öğretmenleriyle İlişkilerinin Karşılaştırılması. Ondokuz Mayis University Journal of Education Faculty, 34(1), 1-17. https://doi.org/10.7822/omuefd.214914