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Bu araştırmada, çocukların okula hazır olmalarında önemli etkisi bulunan okuma yazmaya hazırlık ve matematik becerilerinin evde ailesi tarafından ne düzeyde desteklendiği incelenmiştir. Bununla beraber, çocuğa ilişkin çeşitli özelliklerin (yaş, cinsiyet, okul öncesi eğitim alma durumu, okul öncesi eğitim alma süresi) evde sunulan destek üzerindeki etkisi araştırılmıştır. Araştırma, betimsel tarama modelindedir. Araştırmanın örneklemini, Türkiye’nin en büyük ili olan İstanbul ve küçük bir Anadolu şehri olan Aksaray’da okul öncesi eğitim kurumuna devam eden 110 çocuk oluşturmuştur. Ailelerin okuma yazmaya hazırlık ve matematik becerilerini evde orta düzeyde desteklediği belirlenmiştir. Ailelerin çocukların okuma yazmaya hazırlık ve matematik becerilerini destekleme düzeylerinin çocuğun cinsiyetine, yaşına ve doğum sırasına göre farklılık göstermediği belirlenmiştir. Okul öncesi eğitimi alma durumu ve okul öncesi eğitimi alma süresi ise çocukların evde gerçekleştirdikleri yapılandırılmış etkinlikler üzerinde etkili olmuştur. Çocukların okuma yazmaya hazırlık becerilerinin evde desteklenme durumu ile matematik becerilerinin evde desteklenme durumu arasında anlamlı bir ilişki olduğu görülmüştür.
This study has studied the level of read preparation and mathematical skills supported by the family at home, which has a significant impact on children’s school preparation. However, the impact of the various characteristics of the child (age, gender, state of pre-school education, time of pre-school education) on the support offered at home has been studied. The research is in the visual scan model. The sample of the study was made by 110 children who continued to the pre-school education institution in Aksaray, a small Anadolu city, Istanbul, the largest island of Turkey. It has been established that families support read and writing preparation and math skills at the middle level at home. It has been determined that the levels of parents who support children’s read and writing preparation and mathematical skills do not differ according to the child’s gender, age and birth order. The state of receiving pre-school education and the time of receiving pre-school education have influenced the organized activities that children do at home. It has been found that children’s read and writing preparation skills have a meaningful relationship between the state of supporting at home and the state of supporting mathematics skills at home.
This study aims to examine parents’ support of their children regarding early literacy and mathematics skills at home. Additionally, the effect of some variables such as gender, age, status of taking early childhood education, duration of early childhood education) on parents’ support of children’s early literacy and mathematics skills at home were examined. Screening model was preferred in the study. Sample of the study consist of 110 children who study at early childhood education centers in Aksaray and İstanbul. It was determined that parents’ support their children early literacy and mathematics skills at home in medium level. Parents’ support level at home didn’t show a significant difference according to children’s gender, age and order of birth. Status of taking early childhood education, duration of early childhood education variables made a significant effect on parents’ support in structured activities sub dimension. And lastly, a significant relation was determined between parents’ support of their children’s early literacy skills at home and parents’ support of their children’s mathematics skills at home.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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