5-6 YAŞ GRUBU ÇOCUKLARIN OYUN BECERİLERİ İLE AİLE-ÇOCUK İLETİŞİMLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ
Küçük Resim Yok
Tarih
2016
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, çocukların oyun becerileri ile aile-çocuk iletişimi ve etkileşimi arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu temel amacın yanı sıra çocukların cinsiyetinin aile-çocuk iletişimi ve çocukların oyun becerilerine etkileri incelenmiştir. İlişkisel tarama modeline uygun olarak tasarlanan araştırmanın çalışma grubu, 2014-2015 eğitim öğretim yılında Erzurum il merkezindeki kolay ulaşılabilirlik ilkesi doğrultusunda belirlenen okul öncesi eğitim kurumlarına devam eden, 5-6 yaş grubu 96 (%42,1) erkek ve 132 (%57,9) kız olmak üzere toplam 228 çocuktan oluşmaktadır. Araştırmanın verileri Kişisel Bilgi Formu, Oyun Becerileri Değerlendirme Ölçeği ve Anne-Baba-Çocuk İletişimini Değerlendirme Aracı (ABÇİDA) ile elde edilmiştir. Yapılan analizler sonucunda, çocukların oyun becerileri ile anne-baba-çocuk iletişiminin ilişkili olduğu, anne-baba-çocuk arasında gerçekleşen konuşma, dinleme, mesaj, sözsüz iletişim ve empati kurma biçimlerinde ortaya çıkan iletişimin, çocukların oyun becerilerini etkilediği sonucuna ulaşılmıştır. Ayrıca anne-baba-çocuk iletişiminin çocukların oyun becerilerini yordadığı belirlenmiştir. Oyun becerilerine ilişkin toplam varyansın %21,2'sinin "Sözsüz iletişim" alt boyutuyla, %17,8'inin "Konuşma" alt boyutuyla, %16,6'sının "Empati" alt boyutuyla, %14,5'inin "Dinleme" alt boyutuyla ve %9,1'inin "Mesaj" alt boyutuyla açıklandığı sonucuna ulaşılmıştır. Özellikle aile içi iletişimin çocuğun oyun becerilerini önemli ölçüde yordaması bu araştırmanın en önemli sonucu olarak ifade edilebilir. Bu bulguların yanı sıra çocukların cinsiyetinin oyun becerilerini ve aile-çocuk iletişimini etkilemediği belirlenmiştir. Elde edilen bulgular alanyazın ışığında tartışılmış, anne-baba-çocuk iletişiminin çocukların oyun becerilerine olan etkisi vurgulanarak ailenin önemi üzerinde durulmuştur.
In this research it is aimed to investigate the relationship between the play skills and family-child communications and interactions. Besides this main aim, the effect of the gender of the child on parent-child interaction and play skills are also investigated. Research was designed in accordance with the relational screening model. The study group of the research was consisted of 96 boys (%42,1) and 132 girls (%57,9) of 228 total 5-6 years old children attending preschool education institutions in Erzurum city center, which were determined in line with easy accessibility principle. Demographic Data Form, Game Skills Rating Scale and Parent-Child Communication Assessment Tool were used as data collection tools. As a result of the analysis it was concluded that children's play skills and parentchild communications are associated and the communication emerged in forms of conversation, listening, messaging, non-verbal communication and empathy between parents and children affect children's play skills. It was also identified that parent-child communication predicts children's play skills. It was concluded that 21.2 % of the total variance related to the play skills was explained with the "Nonverbal communication " subscale. "Conversation" subscale was rated as % 17,8 , "Empathy" subscale was %16,6 , "Listening" subscale was % 14,5 and "Message" subscale was % 9,1 in the total variance. Predicting children's play skills significantly with the domestic communication can be interpreted as the most important outcome of this research. As well as these findings, it was found out that child's gender did not have an effect on play skills and parent-child communication. The findings were discussed in light of the literature and the importance of the family was emphasized by stressing the effect of the parentchild communication on children's play skills.
In this research it is aimed to investigate the relationship between the play skills and family-child communications and interactions. Besides this main aim, the effect of the gender of the child on parent-child interaction and play skills are also investigated. Research was designed in accordance with the relational screening model. The study group of the research was consisted of 96 boys (%42,1) and 132 girls (%57,9) of 228 total 5-6 years old children attending preschool education institutions in Erzurum city center, which were determined in line with easy accessibility principle. Demographic Data Form, Game Skills Rating Scale and Parent-Child Communication Assessment Tool were used as data collection tools. As a result of the analysis it was concluded that children's play skills and parentchild communications are associated and the communication emerged in forms of conversation, listening, messaging, non-verbal communication and empathy between parents and children affect children's play skills. It was also identified that parent-child communication predicts children's play skills. It was concluded that 21.2 % of the total variance related to the play skills was explained with the "Nonverbal communication " subscale. "Conversation" subscale was rated as % 17,8 , "Empathy" subscale was %16,6 , "Listening" subscale was % 14,5 and "Message" subscale was % 9,1 in the total variance. Predicting children's play skills significantly with the domestic communication can be interpreted as the most important outcome of this research. As well as these findings, it was found out that child's gender did not have an effect on play skills and parent-child communication. The findings were discussed in light of the literature and the importance of the family was emphasized by stressing the effect of the parentchild communication on children's play skills.
Açıklama
Anahtar Kelimeler
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Kaynak
Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
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Cilt
16
Sayı
2
