The effect of pearl "emotional empathic proximal learning-educational environment" on the social-emotional development of children aged 3-4 years

Ümit Deniz; Esra Ömeroğlu; Saide Özbey; Aysel Tüfekci; Nafia Kübra Karakaya

Makale detayları

The effect of pearl "emotional empathic proximal learning-educational environment" on the social-emotional development of children aged 3-4 years

Yazarlar:

Ümit Deniz | Esra Ömeroğlu | Saide Özbey | Aysel Tüfekci | Nafia Kübra Karakaya

Yayıncı:

Bartin University

Ana Başlıklar:

Studies on Education

Dergi:

Bartın University Journal of Faculty of Education Vol.13 Issue 2, pp.285-300

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001313676

pISSN:

1308-7177

Anahtar kelimeler:

Özet:

 The interaction of mind and environment are important in the formation of learning, based on the theories of scientists such as Piaget, Vygotsky, Bandura and Montessori. The potential of the mind is shaped, diversified and revealed by the environment. This study was produced from the results of the Erasmus K201 project coded 2018-1-IT02-KA201-048515, named PEARL Emotional Empathic Proximal Learning-Educational Environment. This article aims to reveal the effect of PEARL Emotional Empathic Proximal Learning-Educational Environment on the social-emotional development of children aged 3-4. The study was conducted with the non-selective semi-experimental research model with the final test control group. The characteristic of this experimental model is the creation of randomly determined experimental and control groups and the determination of the effectiveness of the applied model by the final test. Children from Italy, Turkey, Spain and Lithuania, which are PEARL project partners, participated in the research. A total of 195 children were recruited for robotic activities and 207 children for non-robotic activities in schools where the project partners volunteered in their countries. The PEARL Education Model was applied to the children participating in the study before the assessment. After the applications, each child was assessed with the Child Observation Forms by their teachers with the help of video recordings captured. The mean score of the Child Observation Form was obtained by averaging the total and individual country scores. It has been detected that the average in all robotic group children is higher than the average in the non-robotic group. These practical findings confirm the project hypothesis  Group activities enriched with robotic coding activities, develop childrens social skills, cooperation skills, and ability to understand and express emotions.

 The interaction of mind and environment are important in the formation of learning, based on the theories of scientists such as Piaget, Vygotsky, Bandura and Montessori. The potential of the mind is shaped, diversified and revealed by the environment. This study was produced from the results of the Erasmus K201 project coded 2018-1-IT02-KA201-048515, named PEARL Emotional Empathic Proximal Learning-Educational Environment. This article aims to reveal the effect of PEARL Emotional Empathic Proximal Learning-Educational Environment on the social-emotional development of children aged 3-4. The study was conducted with the non-selective semi-experimental research model with the final test control group. The characteristic of this experimental model is the creation of randomly determined experimental and control groups and the determination of the effectiveness of the applied model by the final test. Children from Italy, Turkey, Spain and Lithuania, which are PEARL project partners, participated in the research. A total of 195 children were recruited for robotic activities and 207 children for non-robotic activities in schools where the project partners volunteered in their countries. The PEARL Education Model was applied to the children participating in the study before the assessment. After the applications, each child was assessed with the Child Observation Forms by their teachers with the help of video recordings captured. The mean score of the Child Observation Form was obtained by averaging the total and individual country scores. It has been detected that the average in all robotic group children is higher than the average in the non-robotic group. These practical findings confirm the project hypothesis  Group activities enriched with robotic coding activities, develop childrens social skills, cooperation skills, and ability to understand and express emotions.

 The interaction of mind and environment are important in the formation of learning, based on the theories of scientists such as Piaget, Vygotsky, Bandura and Montessori. The potential of the mind is shaped, diversified and revealed by the environment. This study was produced from the results of the Erasmus K201 project coded 2018-1-IT02-KA201-048515, named PEARL Emotional Empathic Proximal Learning-Educational Environment. This article aims to reveal the effect of PEARL Emotional Empathic Proximal Learning-Educational Environment on the social-emotional development of children aged 3-4. The study was conducted with the non-selective semi-experimental research model with the final test control group. The characteristic of this experimental model is the creation of randomly determined experimental and control groups and the determination of the effectiveness of the applied model by the final test. Children from Italy, Turkey, Spain and Lithuania, which are PEARL project partners, participated in the research. A total of 195 children were recruited for robotic activities and 207 children for non-robotic activities in schools where the project partners volunteered in their countries. The PEARL Education Model was applied to the children participating in the study before the assessment. After the applications, each child was assessed with the Child Observation Forms by their teachers with the help of video recordings captured. The mean score of the Child Observation Form was obtained by averaging the total and individual country scores. It has been detected that the average in all robotic group children is higher than the average in the non-robotic group. These practical findings confirm the project hypothesis  Group activities enriched with robotic coding activities, develop childrens social skills, cooperation skills, and ability to understand and express emotions.

 Öğrenmenin oluşmasında, Piaget, Vygotsky, Bandura ve Montessori gibi bilim insanlarının teorilerinden de hareketle zihin ve çevre etkileşimi önemlidir. Zihnin potansiyeli çevre ile şekillenmekte, çeşitlenmekte ve açığa çıkmaktadır. Bu çalışma 2018-1-IT02-KA201-048515 kodlu, Erasmus K201 projesi olan PEARL Duygusal, Empatik ve Proksimal Öğrenme Eğitim Ortamı isimli projeden üretilmiştir. Bu çalışma PEARL Duygusal, Empatik ve Proksimal Öğrenme Eğitim Ortamının 3-4 yaş aralığındaki çocukların sosyal ve duygusal gelişimi üzerindeki etkisini incelemektedir. Araştırma, son test kontrol gruplu seçkisiz yarı deneysel araştırma modeli ile gerçekleştirilmiştir. Araştırmaya, PEARL proje ortakları olan İtalya, Türkiye, İspanya ve Litvanyadan çocuklar katılmıştır. Proje ortakları ülkelerinde gönüllü olan okullarda, robotlu etkinliklere, toplam 195, robotsuz etkinliklere ise 207 çocuk alınmıştır. Araştırmada, PEARL projesinde çocukları değerlendirmek amacı ile geliştirilen PEARL Çocuk Gözlem Formu kullanılmıştır. Tüm robotlu grup çocuklarının ortalamasının robotsuz grup ortalamasından daha yüksek olduğu saptanmıştır. Uygulama sonucunda elde edilen bu bulgular ile proje hipotezi -Robotik kodlama etkinlikleri ile zenginleştirilmiş grup etkinlikleri, çocuklarda sosyal becerileri, işbirliği yapma becerilerini ve duyguları anlama ve ifade etme becerilerini geliştirir.- doğrulanmıştır.

Makale detayları

The effect of pearl "emotional empathic proximal learning-educational environment" on the social-emotional development of children aged 3-4 years

Yazarlar:

Ümit Deniz | Esra Ömeroğlu | Saide Özbey | Aysel Tüfekci | Nafia Kübra Karakaya

Yayıncı:

Bartin University

Ana Başlıklar:

Studies on Education

Dergi:

Bartın University Journal of Faculty of Education Vol.13 Issue 2, pp.285-300

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001313676

pISSN:

1308-7177

: early childhood education

early childhood

robotic coding in early childhood

social emotional developmentokul öncesi eğitim

okul öncesi dönem

okul öncesi dönemde robotik kodlama

sosyal duygusal gelişim

Sayı

Makale detayları

Yazarlar: Ümit Deniz | Esra Ömeroğlu | Saide Özbey | Aysel Tüfekci | Nafia Kübra Karakaya

Yayıncı: Bartin University

Ana Başlıklar: Studies on Education

Dergi: Bartın University Journal of Faculty of Education Vol.13 Issue 2, pp.285-300

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001313676

pISSN: 1308-7177

Sayı

Yazarlar:

Ümit Deniz | Esra Ömeroğlu | Saide Özbey | Aysel Tüfekci | Nafia Kübra Karakaya

Yayıncı:

Bartin University

Ana Başlıklar:

Studies on Education

Dergi:

Bartın University Journal of Faculty of Education Vol.13 Issue 2, pp.285-300

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001313676

pISSN:

1308-7177