Preservice Preschool Teachers' Cognitive Structures Regarding the Concept of Early Intervention

Eslem Gözde Şenöz; Berrin Akman

Makale detayları

Preservice Preschool Teachers' Cognitive Structures Regarding the Concept of Early Intervention

Yazarlar:

Eslem Gözde Şenöz | Berrin Akman

Yayıncı:

Sakarya University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.19-30

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351516

pISSN:

1303-0310

Anahtar kelimeler:

Özet:

 Today, a large proportion of children worldwide are exposed to adverse childhood experiences that jeopardize their development and well-being. Therefore, minimizing the risk factors that jeopardize childrens development and strengthening them by maximizing protective factors can be considered as one of the duties of preschool teachers. Within the framework of early intervention, the main purpose is to strengthen the social structure by changing the balance between risk and protective factors. In this direction, the aim of the current study is to reveal the cognitive structures of pre-service preschool teachers regarding the concept of early intervention. In the study, which was adopted in the survey model, 100 pre-service preschool teachers studying at different grade levels participated. Word association test WIT was used as a data collection tool in the study. The data obtained in the study were presented through concept networks by utilizing the breakpoint technique. It was observed that pre-service preschool teachers associated the concept of early intervention with the expression saves lives the most. In addition, they associated it with words such as life, important, first aid, health, and savior. The findings of the study revealed that pre-service preschool teachers cognitive structures regarding the concept of early intervention do not have a solid foundation.

 Today, a large proportion of children worldwide are exposed to adverse childhood experiences that jeopardize their development and well-being. Therefore, minimizing the risk factors that jeopardize childrens development and strengthening them by maximizing protective factors can be considered as one of the duties of preschool teachers. Within the framework of early intervention, the main purpose is to strengthen the social structure by changing the balance between risk and protective factors. In this direction, the aim of the current study is to reveal the cognitive structures of pre-service preschool teachers regarding the concept of early intervention. In the study, which was adopted in the survey model, 100 pre-service preschool teachers studying at different grade levels participated. Word association test WIT was used as a data collection tool in the study. The data obtained in the study were presented through concept networks by utilizing the breakpoint technique. It was observed that pre-service preschool teachers associated the concept of early intervention with the expression saves lives the most. In addition, they associated it with words such as life, important, first aid, health, and savior. The findings of the study revealed that pre-service preschool teachers cognitive structures regarding the concept of early intervention do not have a solid foundation.

 Today, a large proportion of children worldwide are exposed to adverse childhood experiences that jeopardize their development and well-being. Therefore, minimizing the risk factors that jeopardize childrens development and strengthening them by maximizing protective factors can be considered as one of the duties of preschool teachers. Within the framework of early intervention, the main purpose is to strengthen the social structure by changing the balance between risk and protective factors. In this direction, the aim of the current study is to reveal the cognitive structures of pre-service preschool teachers regarding the concept of early intervention. In the study, which was adopted in the survey model, 100 pre-service preschool teachers studying at different grade levels participated. Word association test WIT was used as a data collection tool in the study. The data obtained in the study were presented through concept networks by utilizing the breakpoint technique. It was observed that pre-service preschool teachers associated the concept of early intervention with the expression saves lives the most. In addition, they associated it with words such as life, important, first aid, health, and savior. The findings of the study revealed that pre-service preschool teachers cognitive structures regarding the concept of early intervention do not have a solid foundation.

 Bugün dünya çapında çocukların büyük bir kısmı, gelişimlerini ve refahlarını tehlikeye atan olumsuz çocukluk deneyimlerine maruz kalmaktadır. Dolayısıyla çocukların gelişimini tehlikeye sokan risk faktörlerini en aza indirmek ve koruyucu faktörleri en üst düzeye çıkararak onları güçlendirmek okul öncesi öğretmenlerinin görevlerinden bir tanesi olarak düşünülebilir. Erken müdahale çerçevesinde temel amaç risk ve koruyucu faktörler arasındaki dengeyi değiştirerek toplumsal yapının güçlenmesini sağlamaktır. Bu doğrultuda mevcut araştırmanın amacı okul öncesi öğretmen adaylarının erken müdahale kavramına ilişkin bilişsel yapılarını ortaya koymaktır. Tarama modelinde benimsenen çalışmaya farklı sınıf düzeylerinde öğrenim görmekte olan 100 okul öncesi öğretmen adayı katılmıştır. Çalışmada veri toplama aracı olarak kelime ilişkilendirme testi KİT kullanılmıştır. Çalışmada elde edilen veriler kesme noktası tekniğinden faydalanılarak kavram ağları aracılığıyla sunulmuştur. Okul öncesi öğretmen adaylarının erken müdahale kavramını en çok hayat kurtarır ifadesi ile ilişkilendirdikleri görülmüştür. Bunun yanı sıra hayat, önemli, ilk yardım, sağlık, kurtarıcı gibi kelimelerle ilişkilendirdikleri belirlenmiştir. Araştırmanın bulguları okul öncesi öğretmen adaylarının erken müdahale kavramına ilişkin bilişsel yapılarının sağlam bir temele sahip olmadığını ortaya koymuştur.

Makale detayları

Preservice Preschool Teachers' Cognitive Structures Regarding the Concept of Early Intervention

Yazarlar:

Eslem Gözde Şenöz | Berrin Akman

Yayıncı:

Sakarya University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.19-30

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351516

pISSN:

1303-0310

Early Intervention

Early Childhood Education

Preservice Teacher

Preschool Education

Word Association TestErken Müdahale

Erken Çocukluk Eğitimi

Öğretmen Adayları

Okul Öncesi Öğretmenliği

Kelime İlişkilendirme Testi

Sayı

Makale detayları

Yazarlar: Eslem Gözde Şenöz | Berrin Akman

Yayıncı: Sakarya University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.19-30

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001351516

pISSN: 1303-0310

Sayı

Yazarlar:

Eslem Gözde Şenöz | Berrin Akman

Yayıncı:

Sakarya University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Sakarya Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.19-30

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001351516

pISSN:

1303-0310