Kaynaştırma kapsamında yetersizliği olan ve olmayan okulöncesi çocuklarına verilen seramik eğitiminin etkililiği
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Dosyalar
Tarih
2017
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Cilt Başlığı
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Seramik eğitimi sanat eğitiminin ayrılmaz bir parçası olarak, çocukların dil gelişimi, kas gelişimi, duygusal gelişim ve birlikte üretebilme becerilerinin kazandırılmasında önemli bir unsurdur. Bu bağlamda çalışmada, zihinsel yetersizliği olan ve olmayan okul öncesi çocuklara verilen seramik eğitiminin etkililiği incelenmeye çalışılmıştır. Çalışma grubunu, Abant İzzet Baysal Üniversitesi anaokuluna devam eden 36 çocuk oluşturmuştur. Çocuklar tesadüfi yöntemle 18 deney, 18 kontrol grubu olmak üzere iki gruba ayrılmış ve her iki grupta da özel gereksinimli ikişer çocuk yer almıştır. Karma yöntem olarak desenlenen çalışmada nicel veriler; Kişisel Bilgi Formu, Descoeudres Lügatçe Testi (DLT) ve Peabody Resim-Kelime Testi (PRKT) ile toplanmıştır. Nitel veriler ise; odak görüşme ve çalışmaya katılan çocukların ailelerinden ve seramik eğitimi veren iki eğitimciden yarı yapılandırılmış görüşme ile toplanmıştır. Verilerin analizinde seramik eğitiminin çocukların dil becerilerine olan etkilerini test etmek amacıyla Tek Faktör Üzerinde Tekrarlı Ölçümler İçin İki Faktörlü ANOVA, deneysel işlemlerin kalıcılığını test etmek amacıyla İlişkili Örneklemler İçin t-Testi, deney grubu ve kontrol grubundaki çocukların dil becerileri ile sınıf, cinsiyet, yaş değişkeni arasındaki ilişkiyi test etmek amacıyla İlişkisiz Örneklemler İçin t-Testi ya da İlişkisiz Ölçümler İçin Mann Whitney UTesti kullanılmıştır. Nitel verilerin değerlendirilmesinde betimsel analiz kullanılmıştır. Araştırma sonucunda seramik eğitiminin deney grubundaki çocukların dil becerilerinde kısmen artışa neden olduğu, ancak deney ve kontrol grupları arasında anlamlı fark gözlenmediği sonucuna ulaşılmıştır. Ailelerle yapılan odak görüşmede; aileler çalışmadan çok memnun olduklarını, programın sürmesini istediklerini, hem yetersizliği olan hem de olmayan çocuklarına programın çok yarar sağladığını, çalışma sonundaki sergiden ve kaynaştırma kapsamındaki çalışmadan çok memnun olduklarını ve kaynaştırma kapsamında yeni sanat etkinlikleri içeren çalışmalar istediklerini belirtmişlerdir. Eğitimciler ise böyle bir çalışmada ilk kez bulunduklarını, tüm çocukların kolayca kaynaştıklarını, yetersizliği olan ve olmayan çocukların yaratıcılıklarını sergilediklerini ve sonuçta her iki grupta da başarılı sonuçlar elde ettiklerini belirtmişlerdir.
As an inseparable part of art education, ceramic training is an important element in language development, muscle development, emotional development and acquisition of the ability to produce together for children. In this context, this study aims at examining the effectiveness of ceramic training given to preschool children with and without mental disability. Study group consists of 36 children attending kindergarten of İzzet Baysal University. Children were divided randomly to groups with 18 in the experimental group and 18 in the control group and both groups each included 2 children with special needs. Quantitative data was collected in the study, which was designed with the mixed method, with Personal Information Form, Descoeudres Dictionary Test (DDT) and Peabody Picture Word Test (PPWT). Qualitative data was collected with the semistructured interview from the families of children included into the study and two trainers giving ceramic training. The tests used in the study to analyze the data included TwoFactor ANOVA for Repeated Measures on One Factor to test the influence of ceramic training on language skills, Dependent Samples T-Test to test the permanence of experimental processes, Independent Measures T-Test or Independent Measures Man Whitney U-Test to test the relationship between language skills and the class/sex/age variable of children in the experimental group and the control group. Data was interpreted with content analysis upon evaluation of the interview records for social validity data were evaluated. It was concluded in the study that ceramic training resulted in a partial increase in the language skills of the children in the experimental group but a significant difference was not observed between the experimental group and the control group. Families stated in the focus group interviews that they were very happy with the program, that they wanted continuation of the program, that the program contributed greatly to both their children with and without deficiency, that they were very happy with the exhibition at the end of the program and the work in the scope of inclusion, and that they wanted activities in new art branches in the scope of inclusion again. Trainers stated that it was the first time that they participated in this kind of an activity, that all children socialized easily, that children with and without disabilities demonstrated their creativity and successful results were achieved in both groups.
As an inseparable part of art education, ceramic training is an important element in language development, muscle development, emotional development and acquisition of the ability to produce together for children. In this context, this study aims at examining the effectiveness of ceramic training given to preschool children with and without mental disability. Study group consists of 36 children attending kindergarten of İzzet Baysal University. Children were divided randomly to groups with 18 in the experimental group and 18 in the control group and both groups each included 2 children with special needs. Quantitative data was collected in the study, which was designed with the mixed method, with Personal Information Form, Descoeudres Dictionary Test (DDT) and Peabody Picture Word Test (PPWT). Qualitative data was collected with the semistructured interview from the families of children included into the study and two trainers giving ceramic training. The tests used in the study to analyze the data included TwoFactor ANOVA for Repeated Measures on One Factor to test the influence of ceramic training on language skills, Dependent Samples T-Test to test the permanence of experimental processes, Independent Measures T-Test or Independent Measures Man Whitney U-Test to test the relationship between language skills and the class/sex/age variable of children in the experimental group and the control group. Data was interpreted with content analysis upon evaluation of the interview records for social validity data were evaluated. It was concluded in the study that ceramic training resulted in a partial increase in the language skills of the children in the experimental group but a significant difference was not observed between the experimental group and the control group. Families stated in the focus group interviews that they were very happy with the program, that they wanted continuation of the program, that the program contributed greatly to both their children with and without deficiency, that they were very happy with the exhibition at the end of the program and the work in the scope of inclusion, and that they wanted activities in new art branches in the scope of inclusion again. Trainers stated that it was the first time that they participated in this kind of an activity, that all children socialized easily, that children with and without disabilities demonstrated their creativity and successful results were achieved in both groups.
Açıklama
Anahtar Kelimeler
Seramik Eğitimi, Kaynaştırma, Okul Öncesi Eğitim, Ceramic Education, Inclusive Education, Preschool Education
Kaynak
Trakya Üniversitesi Sosyal Bilimler Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
1
