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Annelerin Çocuk Gelişimine İlişkin Bilgileri Özel Gereksinimli Çocukların Ev Ortamlarının Kalitesini Yordar mı?

Yıl 2023, Cilt: 9 Sayı: 1, 60 - 79, 30.03.2023
https://doi.org/10.31592/aeusbed.1212416

Öz

Bu çalışmanın amacı, gelişimsel yetersizlik tanılı küçük çocuğu olan 45 annenin çocuk gelişimine ilişkin normatif bilgilerinin ev ortamlarının kalitesini ne düzeyde yordadığını belirlemektir. Küçük çocuklara ev ortamında sunulan uyaran ve desteklerin nitelik ve niceliği Ev Ortamı Tarama Aracı, annelerin çocuk gelişimine ilişkin normatif bilgileri ise Ailelerin Bebeklik ve Erken Çocukluk Dönemi Gelişimi Bilgisi Ölçeği ile değerlendirilmiştir. Özel gereksinimli küçük çocukların gelişimsel işlevleri ve ebeveynlerin çocuklarının günlük oyun ve etkinliklerine katılımlarına ilişkin veriler ise Yeterlik İndeksi ve Anne Baba Katılım Formu kullanılarak toplanmıştır. Araştırmanın bulguları annelerin katılımı ile çocuk gelişimine ilişkin bilgilerinin ev ortamlarının kalitesi ile olumlu ve orta düzeyde ilişkili olduğunu göstermektedir. Yeterlik İndeksi puanları ve baba katılım puanları dışarıda bırakılarak gerçekleştirilen çoklu doğrusal regresyon analizi modeline göre ise annelerin çocuklarının etkinliklerine katılımları ve çocuk gelişimine ilişkin bilgileri ev ortamı kalitesini anlamlı olarak yordamaktadır. Ancak bu modele, annelerin gelişimsel bilgileri, çocuklarının etkinliklerine katılımınadan daha az katkıda bulunmuştur. Bu bulgular ve ilgili alanyazın temel alınarak, özel gereksinimli küçük çocuğu olan ebeveynler için ileride geliştirilecek olan ebeveyn eğitim programlarına ilişkin öneriler sunulmuştur.

Kaynakça

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  • Bailey Jr, D. B. and Simeonsson, R. J. (1988). Assessing needs of families with handicapped infants. The Journal of Special Education, 22(1), 117-127.
  • Bailey, D. B., Blasco, P. M. and Simeonsson, R. J. (1992). Needs expressed by mothers and fathers of young children with disabilities. American Journal on Mental Retardation, 97(1), 1-10
  • Bailey, D. B., Simeonsson, R. J., Buysse, V. and Smith, T. (1993). Reliability of an index of child characteristics. Developmental Medicine & Child Neurology, 35(9), 806-815
  • Bailey, D.B., Buysse, V., Simeonsson, R.J., Smith, T. and Key, L. (1995). Individual and team consensus rating of child functioning. Developmental Medicine and Child Neurology, 37(3), 246-259.
  • Bayraklı, H. ve Sucuoğlu, B. (2018). Okul öncesinde kaynaştırma: Aile eğitimi (2. baskı). Ankara: Pegem Akademi.
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  • Berk, L. E. (2022). Infants and children: Prenatal through middle childhood (9. edition). New York: SAGE Publications.
  • Biedinger, N. (2011). The influence of education and home environment on the cognitive outcomes of preschool children in Germany. Child Development Research, 2011(2),1-10.
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  • Bornstein, M. H. and Cote, L. R. (2004). “Who is sitting across from me?” Immigrant mothers’ knowledge of parenting and children’s development. Pediatrics, 114(5), e557-e564.
  • Bornstein, M. H., Cote, L. R., Haynes, O. M., Hahn, C. S. and Park, Y. (2010). Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children. Developmental Psychology, 46(6), 1677.
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  • Bradley, R. H. and Caldwell, B. M. (1984). The relation of infants' home environments to achievement test performance in first grade: A follow-up study. Child Development, 55(3), 803-809.
  • Bradley, R. H. and Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399.
  • Bradley, R. H. and Putnick, D. L. (2012). Housing quality and access to material and learning resources within the home environment in developing countries. Child Development, 83(1), 76-91.
  • Bradley, R. H., Caldwell, B. M., Rock, S. L., Hamrick, H. M. and Harris, P. (1988). Home observation for measurement of the environment: Development of a home inventory for use with families having children 6 to 10 years old. Contemporary Educational Psychology, 13(1), 58-71.
  • Bradley, R. H., Rock, S. L., Whiteside, L., Caldwell, B. M. and Brisby, J. (1991). Dimensions of parenting in families having children with disabilities. Exceptionality: A Special Education Journal, 2(1), 41-61.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
  • Caldwell, B. M. and Bradley, R. H. (1984). Home observation for measurement of the environment. Little Rock: University of Arkansas.
  • Cavkaytar, A., Ardıç, A. ve Aksoy, V. (2014). Aile gereksinimlerini belirleme aracının geçerlik ve güvenirliğinin güncellenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 1-14.
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Yıl 2023, Cilt: 9 Sayı: 1, 60 - 79, 30.03.2023
https://doi.org/10.31592/aeusbed.1212416

Öz

Kaynakça

  • Acar, C., Tekin-Iftar, E. and Yikmis A. (2016). Effects of mother-delivered social stories and video modelling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226.
  • Akamoglu, Y. and Meadan, H. (2018). Parent-implemented language and communication interventions for children with developmental delays and disabilities: A scoping review. Review Journal of Autism and Developmental Disorders, 5(3), 294-309.
  • Albrecht, E. C. and Khetani, M. A. (2016). Environmental impact on young children's participation in home‐based activities. Developmental Medicine & Child Neurology, 59(4), 388-394.
  • Allison, P. D. (1999). Multiple regression: A primer. Thousand Oaks: Pine Forge Press.
  • Andrews, S., Blumenthal, J. B., Johnson, D. L., Kahn, A. J., Ferguson, C. J., Lasater, T. M., Malone, P. E. and Wallace, D. B. (1982). The skills of mothering: A study of parent child development centers. Monographs of the Society for Research in Child Development, 47(6), 1-83.
  • Bailey Jr, D. B. and Simeonsson, R. J. (1988). Assessing needs of families with handicapped infants. The Journal of Special Education, 22(1), 117-127.
  • Bailey, D. B., Blasco, P. M. and Simeonsson, R. J. (1992). Needs expressed by mothers and fathers of young children with disabilities. American Journal on Mental Retardation, 97(1), 1-10
  • Bailey, D. B., Simeonsson, R. J., Buysse, V. and Smith, T. (1993). Reliability of an index of child characteristics. Developmental Medicine & Child Neurology, 35(9), 806-815
  • Bailey, D.B., Buysse, V., Simeonsson, R.J., Smith, T. and Key, L. (1995). Individual and team consensus rating of child functioning. Developmental Medicine and Child Neurology, 37(3), 246-259.
  • Bayraklı, H. ve Sucuoğlu, B. (2018). Okul öncesinde kaynaştırma: Aile eğitimi (2. baskı). Ankara: Pegem Akademi.
  • Benasich, A. A. and Brooks‐Gunn, J. (1996). Maternal attitudes and knowledge of child‐rearing: Associations with family and child outcomes. Child development, 67(3), 1186-1205.
  • Berk, L. E. (2022). Infants and children: Prenatal through middle childhood (9. edition). New York: SAGE Publications.
  • Biedinger, N. (2011). The influence of education and home environment on the cognitive outcomes of preschool children in Germany. Child Development Research, 2011(2),1-10.
  • Bornstein, M. H. (2006). Parenting science and practice. W. Damon, K. A. Renninger and I. E. Sigel (Ed.), Handbook of child psychology in (pp. 893–949). Hoboken NJ: Wiley.
  • Bornstein, M. H. and Cote, L. R. (2004). “Who is sitting across from me?” Immigrant mothers’ knowledge of parenting and children’s development. Pediatrics, 114(5), e557-e564.
  • Bornstein, M. H., Cote, L. R., Haynes, O. M., Hahn, C. S. and Park, Y. (2010). Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young children. Developmental Psychology, 46(6), 1677.
  • Bradley, R. H. (1993). Children’s home environments, health, behavior and intervention efforts: A review using the HOME inventory as a marker measure. Genetic, Social & General Psychology Monographs, 119(4), 439-491.
  • Bradley, R. H. and Caldwell, B. M. (1984). The relation of infants' home environments to achievement test performance in first grade: A follow-up study. Child Development, 55(3), 803-809.
  • Bradley, R. H. and Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399.
  • Bradley, R. H. and Putnick, D. L. (2012). Housing quality and access to material and learning resources within the home environment in developing countries. Child Development, 83(1), 76-91.
  • Bradley, R. H., Caldwell, B. M., Rock, S. L., Hamrick, H. M. and Harris, P. (1988). Home observation for measurement of the environment: Development of a home inventory for use with families having children 6 to 10 years old. Contemporary Educational Psychology, 13(1), 58-71.
  • Bradley, R. H., Rock, S. L., Whiteside, L., Caldwell, B. M. and Brisby, J. (1991). Dimensions of parenting in families having children with disabilities. Exceptionality: A Special Education Journal, 2(1), 41-61.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
  • Caldwell, B. M. and Bradley, R. H. (1984). Home observation for measurement of the environment. Little Rock: University of Arkansas.
  • Cavkaytar, A., Ardıç, A. ve Aksoy, V. (2014). Aile gereksinimlerini belirleme aracının geçerlik ve güvenirliğinin güncellenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 1-14.
  • Chambers, J. G., Perez, M., Socias, M., Shkolnik, J. and Esra, P. (Ed.). (2004). Educating students with disabilities: Comparing methods for explaining expenditure variation. Virginia: American Institutes for Research.
  • Clemens, L. F. and Kegel, C. A. (2021). Unique contribution of shared book reading on adult-child language interaction. Journal of Child Language, 48(2), 373-386.
  • Cook, C. C., Brotherson, M. K., Weigel-Garrey, C. and Erwin, E. (2007). Children with disabilities: Opportunities in the home environment. Implications, 5(12), 1-6.
  • Cook, R. D. and Weisberg, S. (1982). Residuals and influence in regression. New York: Chapman and Hall.
  • Coons, C. E., Gay, E. C., Fandal, A. W., Ker, C. and Frankenburg, W. K. (Ed.). (1981). The home screening questionnaire reference manual. Denver, CO: Child Development Center.
  • Çalışma ve Sosyal Güvenlik Bakanlığı. (2022). Çalışma ve sosyal güvenlik bakanlığı çalışma genel müdürlüğü yıllar itibarıyla net ve brüt asgari ücretler. Erişim adresi: https://www.csgb.gov.tr/media/35787/yillar-itibariyle-net-brut-asgari-ucretler.pdf adresinden 21.09.2022 tarihine erişilmiştir.
  • Dichtelmiller, M., Meisels, S. J., Plunkett, J. W., Bozytnskı, M. E. A., Claflin, C. and Mangelsdorf, S. C. (1992). The relationship of parental knowledge to the development of extremely low birth weight infants. Journal of Early Intervention, 16(3), 210-220.
  • Dote-Kwan, J. (1997). Impact of early experiences on the development of young children with visual impairments: Revisited. Journal of Visual Impairment & Blindness, 91(2), 131-44.
  • Dukewich, T. L., Borkowski, J. G. and Whitman, T. L. (1996). Adolescent mothers and child abuse potential: An evaluation of risk factors. Child Abuse & Neglect, 20(11), 1031-1047.
  • Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M. and Bruder, M. B. (2000). Everyday family and community life and children's naturally occurring learning opportunities. Journal of Early intervention, 23(3), 151-164.
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  • Gerow, S., Rispoli, M., Ninci, J., Gregori, E. V. and Hagan-Burke, S. (2018). Teaching parents to implement functional communication training for young children with developmental delays. Topics in Early Childhood Special Education, 38(2), 68-81.
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  • Guo, Y. (2022). Children with developmental disabilities and their siblings at home. (Unpublished Doctoral Thesis), The Chicago School of Professional Psychology, USA.
  • Han, J., O’Connor, E. E., McCormick, M. P. and McClowry, S. G. (2017). Child temperament and home-based parent involvement at kindergarten entry: Evidence from a low-income, urban sample. Early Education and Development, 28(5), 590-606.
  • Hao, Y., Chen, X., Qi, Y., Huang, T., He, W. and Yang, X. (2022). How do Chinese parental attitudes influence children's numeracy interests? What matters is home numeracy activities, not extracurricular participation. Journal of Applied Developmental Psychology, 83(2022), 101475.
  • Holder-Brown, L., Bradley, R. H., Whiteside, L., Brisby, J. A. and Parette, H. P. (1993). Using the HOME Inventory with families of children with orthopedic disabilities. Journal of Developmental and Physical Disabilities, 5(3), 181-201.
  • Hoover-Dempsey, K., Bassler, O. and Burow, R. (1995). Parents’ reported involvement in students’ homework: Strategies and practices. The Elementary School Journal, 95(5), 435–450.
  • Huang, K. Y., Caughy, M. O. B., Genevro, J. L. and Miller, T. L. (2005). Maternal knowledge of child development and quality of parenting among white, African-American and Hispanic mothers. Journal of Applied Developmental Psychology, 26(2), 149-170.
  • Iltus, S. (2007). Significance of home environments as proxy indicators for early childhood care and education. Paper commissioned for the EFA Global Monitoring Report. Paris: UNESCO.
  • Johnson, B. and Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. New York: SAGE Publications.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi (11. baskı). Ankara: Nobel Yayınevi.
  • Kesiktas, A. D., Sucuoglu, B., Keceli-Kaysili, B., Akalin, S., Gul, G. and Yildirim, B. (2009). The home environments of young children with and without disabilities. Infants & Young Children, 22(3), 201-210.
  • Küçüker, S., Bakkaloğlu, C. H. and Sucuoğlu, B. (2001). Erken eğitim programına katılan gelişimsel geriliği olan çocuklar ve anne-babaların etkileşim davranışlarındaki değişimin incelenmesi. Özel Eğitim Dergisi, 3(1), 61-71
  • MacPhee, D. (1981). Knowledge of infant development inventory manual. Chapel Hill, NC: Department of Psychology, University of North Carolina.
  • Manz, P. H., Fantuzzo, J. W. and Power, T. J. (2004). Multidimensional assessment of family involvement among urban elementary students. Journal of School Psychology, 42(6), 461-475.
  • McGillicuddy-DeLisi, A. V. (1982). Parental beliefs about developmental processes. Human Development, 25(3), 192–200.
  • Menard, S. (2002). Applied logistic regression analysis. Thousand, Oaks: SAGE Publications.
  • Mikelson, K. S. (2008). He said, she said: Comparing mother and father reports of father involvement. Journal of Marriage and Family, 70(3), 613-624.
  • Miller, S. A. (1988). Parents' beliefs about children's cognitive development. Child Development, 59(2), 259-285.
  • Miser, T. M. and Hupp, J. M. (2012). The influence of socioeconomic status, home environment, and childcare on child language abilities. Current Psychology, 31(2), 144-159.
  • Moore, H. W., Barton, E. E. and Chironis, M. (2014). A program for improving toddler communication through parent coaching. Topics in Early Childhood Special Education, 33(4), 212-224.
  • Niklas, F. and Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49(2017), 263-274.
  • Niklas, F., Cohrssen, C. and Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383.
  • Niklas, F., Nguyen, C., Cloney, D. S., Tayler, C. and Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 19(2), 181-202.
  • Özaydin, L., Karaçul, F. E., Kayhan, N., Büyüköztürk, S., Karahan, S. and Simeonsson, R. J. (2021). Assessing needs of parents with children with disabilities in Turkey. Psycho-Educational Research Reviews, 10(3), 255-267.
  • Öztürk, N., Sucuoğlu, B. ve Avci, K. (2022). Home based parental involvement (Yayımlanmamış Araştırma Raporu).
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (3. Ed.). New York: McGraw-Hill.
  • Parks, P. L. and Smeriglio, V. L. (1986). Relationships among parenting knowledge, quality of stimulation in the home and infant development. Family Relations, 35(3) 411-416.
  • Shonkoff, J. P. and Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington: National Academies Press.
  • Reich, S. (2005). What do mothers know? Maternal knowledge of child development. Infant Mental Health Journal: Official Publication of the World Association for Infant Mental Health, 26(2), 143-156.
  • Roopnarine, J. L., Logie, C., Davidson, K. L., Krishnakumar, A. and Narine, L. (2015). Caregivers’ knowledge about children’s development in three ethnic groups in Trinidad and Tobago. Parenting, 15(4), 229-246.
  • Simeonsson, R. J. and Bailey, D. B. (1988). Essential elements of the assessment process. In Assessment of young developmentally disabled children. Boston: Springer.
  • Stevens, J. H. (1984). Child development knowledge and parenting skills. Family Relations, 33(2), 237-244.
  • Sucuoğlu, B. (1995). Özürlü çocuğu olan anne-babaların gereksinimlerinin belirlenmesi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 2(1), 10-18.
  • Sucuoğlu, B. and Demir, Ş. (2018). Yeterlik İndeksi: Özel gereksinimli küçük çocukların gelişimsel işlevlerinin değerlendirilmesi. İlköğretim Online, 17(1), 223-238.
  • Sucuoğlu, B., Avci, K., Öztürk, N. ve Bektaş, N. (2020a). The quality of the home environments of young children with disabilities. Özel Eğitim Dergisi, 21(3), 451-477.
  • Sucuoğlu, B., Bakkaloğlu, H. and Demir, S. (2018). Beneficial effects of inclusive preschools on the home environments of young children with and without disabilities. Early Child Development and Care, 190(10), 1497-1511.
  • Sucuoğlu, B., Bayrakdar, U., Şahan, D. and Karaman, S. (2020b). Ev Ortamı Tarama Aracı: Küçük çocukların ev ortamlarının değerlendirilmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49(2020), 353-374.
  • Şahinöz, A. ve Bütün Ayhan, A. (2020). Annelerin bebeklik döneminde gelişime ilişkin bilgi ve kaygı düzeylerinin değerlendirilmesi. Türkiye Çocuk Hastalıkları Dergisi, 14(3), 249-257.
  • Tomris, G. (2020). Down sendromlu çocuğu olan ebeveynlere yönelik geliştirilen doğal öğretime dayalı erken müdahale (DÖDEM) programının ebeveyn ve çocukları üzerindeki etkililiği. Doktora Tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Totsika, V. and Sylva, K. (2004). The home observation for measurement of the environment revisited. Child and Adolescent Mental Health, 9(1), 25-35.
  • Toy, A. B. and Kesici, İ. (2020). Özel gereksinimli çocuğu olan annelerin eğitim ihtiyaçları. Journal of Advanced Education Studies, 2(1), 61-93.
  • United Nations International Children's Emergency Fund. (2019). Türkiye-UNICEF ülke işbirliği programı 2019 yıllık raporu. Erişim adresi: https://www.unicef.org/turkey/media/10451/file/UNICEF%202019%20Yıllık%20Faaliyet%20Raporu.pdf adresinden 18.08.2022 tarihinde erişilmiştir.
  • Winter, L., Morawska, A. and Sanders, M. (2012). The knowledge of effective parenting scale (KEPS): A tool for public health approaches to universal parenting programs. The Journal of Primary Prevention, 33(2-3), 85-97.
  • Yoo, J. (2022). Art play with daddy: Father-child play with art materials at home. Early Childhood Education Journal, 0(0) 1-12.
  • Yue, A., Wu, M., Shi, Y., Luo, R., Wang, B., Kenny, K. and Rozelle, S. (2017). The relationship between maternal parenting knowledge and infant development outcomes: Evidence from rural China. Chinese Journal of Sociology, 3(2), 193-207.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Uygar Bayrakdar 0000-0001-6310-6492

Yayımlanma Tarihi 30 Mart 2023
Gönderilme Tarihi 30 Kasım 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 9 Sayı: 1

Kaynak Göster

APA Bayrakdar, U. (2023). Annelerin Çocuk Gelişimine İlişkin Bilgileri Özel Gereksinimli Çocukların Ev Ortamlarının Kalitesini Yordar mı?. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(1), 60-79. https://doi.org/10.31592/aeusbed.1212416