Covid-19 sürecinde okul öncesi dönem çocuklarinin ögretmenleriyle iliskilerinin okula uyum üzerindeki etkisi
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hakan ULUM
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Okula uyum, okul öncesi dönemden itibaren her egitim kademesinde önem tasiyan konulardan biridir. Okula uyum, çocugun egitim ögretim sürecine aktif katilimini ifade etmekle birlikte sosyal, duygusal boyutlari da olan çok yönlü bit kavramdir. Okul öncesi dönemdeki okula uyum, kisa ve uzun süreli etkileriyle egitim sürecini dogrudan etkileyebilmektedir. Içerisinde bulundugumuz Pandemi sürecinin çocuklari okul çatisi ve paydaslarindan uzaklastirarak etkisi altina aldigi düsünülmektedir. Bu nedenle arastirmanin amaci, COVID 19 sürecinde okul öncesi dönem çocuklarinin ögretmenleriyle iliskilerinin okula uyum üzerindeki yordayici etkisinin ortaya konulmasidir. Alt amaçlarda ögretmen-çocuk iliskisinin; sinif katilimi düzeyini, okuldan kaçinma düzeyini, kendi kendini yönetme düzeyini, okulu sevme düzeyini ve genel okula uyum düzeyini istatistiksel açidan anlamli düzeyde yordayip yordamadigi incelenmistir. Arastirma iliskisel tarama yönteminde hazirlanmistir. Arastirmaya 2020-2021 egitim ögretim yilinda KKTC’de okul öncesi egitime devam eden 5-6 yas grubundan 36 kiz (%66.7) ve 18 (%33.3) erkek olmak üzere 54 çocuk katilmistir. Veri toplama araçlari olarak Ögretmen-Ögrenci Iliski Ölçegi ve 5-6 Yas Çocuklari Için Okula Uyum Ögretmen Degerlendirme Ölçegi kullanilmistir. Ölçme araçlari ögretmenler tarafindan her bir çocuk için ayri ayri doldurulmustur. Arastirmanin bulgularina göre ögretmen-çocuk iliskisi, sinif katilimi, okuldan kaçinma kendi kendini yönetme, okulu sevme degiskenleri ile genel okula uyum düzeyini istatistiksel açidan anlamli biçimde yordamaktadir. Bulgular dogrultusunda, ögretmen çocuk iliskisinin her kosulda küçük çocuklarin okula uyum süreci açisindan büyük önem tasidigi söylenebilir.
School adjustment is one of the important issues at every education level, starting from the pre-school period. School adjustment is a versatile concept that expresses the active participation of the child in the education process and has social and emotional dimensions. Adaptation to school in the pre-school period can directly affect the education process with its short and long-term effects. It is thought that the pandemic process we are in is taking children away from the school roof and stakeholders. The aim of this research is to reveal the predictive effect of preschool children's relationships with their teachers on adaptation to school during the COVID 19 process. n the sub-objectives, it was examined whether the teacher-child relationship predicted the level of classroom participation, the level of avoidance from school, the level of self-direction, the level of liking for school and the general level of adaptation to school statistically. The research was prepared in relational screening method. 54 children, 36 girls (%66.7) and 18 boys (%33.3), from the 5-6 age group attending pre-school education in the 2020-2021 academic year in the TRNC participated in the study. The Teacher-Student Relationship Scale and the Adaptation to School Teacher Evaluation Scale for 5-6 Years-Old Children were used as data collection tools. The measurement tools were filled in separately for each child by the teachers. According to the findings of the study, the variables of teacher-child relationship, classroom participation, school avoidance, self-direction, liking for school, and general school adjustment level predicted the level of general school in a statistically significant way. In line with the findings, it can be said that the teacher-child relationship is of great importance in terms of the school adjustment process of young children to school under all circumstances.
School adjustment is one of the important issues at every education level, starting from the pre-school period. School adjustment is a versatile concept that expresses the active participation of the child in the education process and has social and emotional dimensions. Adaptation to school in the pre-school period can directly affect the education process with its short and long-term effects. It is thought that the pandemic process we are in is taking children away from the school roof and stakeholders. The aim of this research is to reveal the predictive effect of preschool children's relationships with their teachers on adaptation to school during the COVID 19 process. n the sub-objectives, it was examined whether the teacher-child relationship predicted the level of classroom participation, the level of avoidance from school, the level of self-direction, the level of liking for school and the general level of adaptation to school statistically. The research was prepared in relational screening method. 54 children, 36 girls (%66.7) and 18 boys (%33.3), from the 5-6 age group attending pre-school education in the 2020-2021 academic year in the TRNC participated in the study. The Teacher-Student Relationship Scale and the Adaptation to School Teacher Evaluation Scale for 5-6 Years-Old Children were used as data collection tools. The measurement tools were filled in separately for each child by the teachers. According to the findings of the study, the variables of teacher-child relationship, classroom participation, school avoidance, self-direction, liking for school, and general school adjustment level predicted the level of general school in a statistically significant way. In line with the findings, it can be said that the teacher-child relationship is of great importance in terms of the school adjustment process of young children to school under all circumstances.
Açıklama
Anahtar Kelimeler
Okul öncesi dönem, okula uyum, ögretmen çocuk iliskisi
Kaynak
International Journal of Educational Spectrum
WoS Q Değeri
Scopus Q Değeri
Cilt
4
Sayı
1
