Etkisinin İncelenmesi* Investigation of The Effect of The Early Literacy Education Program on The Early Literacy Skills of 60- 69 Monthly Children

Betül Dilşad Ertekin; Özlem Çamlıbel Çakmak

Makale detayları

Etkisinin İncelenmesi* Investigation of The Effect of The Early Literacy Education Program on The Early Literacy Skills of 60- 69 Monthly Children

Yazarlar:

Betül Dilşad Ertekin | Özlem Çamlıbel Çakmak

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1517-1539

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325694

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 The purpose of this research was to investigate the effect of the Early Literacy Education Program developed within the scope of the study on the early literacy skills of children aged 60-69 months. The study group consists of a total of 24 children, with 12 in the experimental group and 12 in the control group. A pre-test post-test control group quasi-experimental design was used in the research. Early Literacy Skills Assessment Tool was used as a data collection tool. The Early Literacy Education Program was implemented in the experimental group by the researcher as approximately 40-minute activities five days a week for four weeks. Children in the control group continued with the education provided by their teacher. After the completion of the education program, post-tests were administered to both the experimental and control groups. According to the findings obtained from the research, there was no significant difference between the pre-test results of the experimental and control groups, but there was a significant difference between their post-test results. While the experimental group showed a significant difference between the pre-test and post-test results in all subtests, including phonological awareness, print awareness, story comprehension, matching images, and pre-writing skills, the control group only showed a significant difference in the pre-writing skills subtest. According to the results of the retention test, it was observed that the results obtained in the experimental group were sustained for at least three weeks.

 The purpose of this research was to investigate the effect of the Early Literacy Education Program developed within the scope of the study on the early literacy skills of children aged 60-69 months. The study group consists of a total of 24 children, with 12 in the experimental group and 12 in the control group. A pre-test post-test control group quasi-experimental design was used in the research. Early Literacy Skills Assessment Tool was used as a data collection tool. The Early Literacy Education Program was implemented in the experimental group by the researcher as approximately 40-minute activities five days a week for four weeks. Children in the control group continued with the education provided by their teacher. After the completion of the education program, post-tests were administered to both the experimental and control groups. According to the findings obtained from the research, there was no significant difference between the pre-test results of the experimental and control groups, but there was a significant difference between their post-test results. While the experimental group showed a significant difference between the pre-test and post-test results in all subtests, including phonological awareness, print awareness, story comprehension, matching images, and pre-writing skills, the control group only showed a significant difference in the pre-writing skills subtest. According to the results of the retention test, it was observed that the results obtained in the experimental group were sustained for at least three weeks.

 The purpose of this research was to investigate the effect of the Early Literacy Education Program developed within the scope of the study on the early literacy skills of children aged 60-69 months. The study group consists of a total of 24 children, with 12 in the experimental group and 12 in the control group. A pre-test post-test control group quasi-experimental design was used in the research. Early Literacy Skills Assessment Tool was used as a data collection tool. The Early Literacy Education Program was implemented in the experimental group by the researcher as approximately 40-minute activities five days a week for four weeks. Children in the control group continued with the education provided by their teacher. After the completion of the education program, post-tests were administered to both the experimental and control groups. According to the findings obtained from the research, there was no significant difference between the pre-test results of the experimental and control groups, but there was a significant difference between their post-test results. While the experimental group showed a significant difference between the pre-test and post-test results in all subtests, including phonological awareness, print awareness, story comprehension, matching images, and pre-writing skills, the control group only showed a significant difference in the pre-writing skills subtest. According to the results of the retention test, it was observed that the results obtained in the experimental group were sustained for at least three weeks.

 Bu araştırmada, araştırma kapsamında geliştirilen Erken Okuryazarlık Eğitim Programının 60-69 aylık çocukların erken okuryazarlık becerileri üzerindeki etkisinin incelenmesi amaçlanmıştır. Çalışma grubu 12 deney, 12 kontrol grubu olmak üzere toplam 24 çocuktan oluşmaktadır. Araştırmada ön test- son test kontrol gruplu yarı deneysel desen kullanılmıştır. Veri toplama aracı olarak Erken Okuryazarlık Becerilerini Değerlendirme Aracı kullanılmıştır. Erken Okuryazarlık Eğitim Programı deney grubundaki çocuklara araştırmacı tarafından haftada beş gün olmak üzere dört hafta boyunca yaklaşık 40 dakikalık etkinlikler şeklinde uygulanmıştır. Kontrol grubunda yer alan çocuklar ise öğretmen tarafından verilen eğitime devam etmiştir. Eğitim programının tamamlanmasının ardından hem deney hem kontrol grubuna son testler uygulanmıştır. Araştırmadan elde edilen bulgulara göre, ön test sonuçları arasında anlamlı bir farklılık görülmeyen deney ve kontrol grubunun son test sonuçları arasında anlamlı bir farklılık görülmüştür. Deney grubunun sesbilgisel farkındalık, yazı farkındalığı, öyküyü anlama, görselleri eşleştirme ve yazı yazma öncesi beceriler alt testlerinin tamamında ön test ve son test sonuçları arasında anlamlı bir farklılık görülürken; kontrol grubunun yalnızca yazı yazma öncesi beceriler alt testinde anlamlı bir farklılık görülmüştür. Kalıcılık testi sonuçlarına göre deney grubunda elde edilen sonuçların en az üç hafta kalıcılık gösterdiği görülmüştür.

Makale detayları

Etkisinin İncelenmesi* Investigation of The Effect of The Early Literacy Education Program on The Early Literacy Skills of 60- 69 Monthly Children

Yazarlar:

Betül Dilşad Ertekin | Özlem Çamlıbel Çakmak

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1517-1539

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325694

pISSN:

1303-0493

Preschool

Early literacy

Early literacy skillsOkul öncesi

Erken okuryazarlık

Erken okuryazarlık becerileri

Sayı

Makale detayları

Etkisinin İncelenmesi* Investigation of The Effect of The Early Literacy Education Program on The Early Literacy Skills of 60- 69 Monthly Children

Yazarlar: Betül Dilşad Ertekin | Özlem Çamlıbel Çakmak

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1517-1539

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325694

pISSN: 1303-0493

Preschool

Early literacy

Early literacy skillsOkul öncesi

Erken okuryazarlık

Erken okuryazarlık becerileri

Sayı

Yazarlar:

Betül Dilşad Ertekin | Özlem Çamlıbel Çakmak

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1517-1539

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325694

pISSN:

1303-0493