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Değişen dünyada, 21. yüzyıl becerileri olarak kabul edilen; yaratıcılık, eleştirel düşünme, problem çözme, iletişim ve iş birliği gibi becerilerin erken yaşlarda kazanılmasının önem kazandığı görülmektedir. Bu çalışmanın amacı 3-6 yaş arasındaki okul öncesi eğitimi alan çocukların sahip oldukları 21. yy. becerilerini bazı değişkenler açısından incelemektir. Çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırma Gazianatep ve Kilis illerinin farklı bağımsız anaokulları ve ilköğretime bağlı anasınıflarından seçilen toplam 1055 çocuk ile gerçekleştirilmiştir. “Kişisel Bilgi Formu” ile birlikte yaşam ve kariyer becerileri ve öğrenme ve yenilik becerileri (4Cs) olmak üzere 2 alt boyutu olan “3-4 Yaş Çocukları için 21. yy. Becerileri Ölçeği (DAY-1)” ve yaşam ve kariyer becerileri, öğrenme ve yenilik becerileri (4Cs) ve bilgi-medya ve teknoloji becerileri olmak üzere 3 alt boyutu olan “5-6 Yaş Çocukları için 21. yy. Becerileri Ölçeği (DAY-2)” araştırmada veri toplama araçları olarak kullanılmıştır. Verilerin analizi nicel olarak her bir alt boyut için ve ölçeğin tümünü değerlendirecek şekilde yapılmıştır. Verilerin analizi sonucunda, çocukların 21. yy. becerilerine sahip olma durumlarının; annenin çalışma durumu, annelerinin eğitim durumu, babalarının eğitim durumu ve ailenin sosyo-ekonomik düzeyi değişkenlerine göre anlamlı farklılık yarattığı sonucuna ulaşılmıştır. Buna karşılık çocukların 21. yy. becerilerine sahip olma durumlarının cinsiyet değişkenine göre anlamlı bir farklılık yaratmadığı sonucuna ulaşılmıştır. Çalışma kapsamında araştırmanın amaçları ve bulguları doğrultusunda gelecekte yapılacak olan diğer araştırmalara yönelik önerilerde bulunulmuştur.
In a changing world, the 21st century skills are considered to become more important to acquire skills such as creativity, critical thinking, problem-solving, communication and collaboration in the early ages. The aim of this study is the 21st century that children between 3 and 6 years of age who receive pre-school education. It is to study your skills in terms of some variables. Relational scan model was used in the study. The study was conducted with a total of 1055 children selected from different independent parenting schools and primary education-related parenting schools of the provinces of Gazianatep and Kilis. The "Personal Information Form" is 2 sub-dimensions, including life and career skills and learning and innovation skills (4Cs) together with the "3-4 year old children's 21st century. The Skills Scale (DAY-1) and the Life and Career Skills, Learning and Innovation Skills (4Cs) and Information-Media and Technology Skills are 3 sub-dimensions of "5-6 Years for Children in the 21st Century. The Skills Scale (DAY-2) is used as a data collection tool in research. The analysis of the data is made quantitatively for each subdimensional and to evaluate the entire scale. According to the analysis of the data, the children of the 21st century. The conclusion is that their skills have made significant differences according to the mother’s working status, the mother’s educational status, the father’s educational status and the family’s socio-economic level. The children of the 21st century. The conclusion is that their skills do not make a significant difference according to the gender variable. In the framework of the study, recommendations for other research that will be carried out in future in accordance with the objectives and findings of the research.
In the changing world, it is seen that it is important to acquire skills such as creativity, critical thinking, problem solving, communication and cooperation, which are accepted as 21st century skills, at an early age. This study aims to examine the 21st-century skills of 3-6-year-old preschool children in terms of some variables. Relational screening model was used in the study. The research was carried out with 1055 children selected from different independent kindergartens and kindergartens affiliated to primary education in Gaziantep and Kilis provinces. "Personal Information Form" as well as "21st Century Skills for Children 3-4 Years Old Scale (DAY-1)" with two sub-dimensions: life and career skills and learning and innovation skills (4Cs) and "21st Century Skills for 5-6 Years Old Children Scale (DAY-2)", which has three sub-dimensions: life and career skills, learning and innovation skills (4Cs), and information-media and technology skills were used as data collection tools in the study. The analysis of the data was made quantitatively for each sub-dimension and evaluating the entire scale. The analysis of the data was made quantitatively for each sub-dimension and to evaluate the whole score of the participants. As a result of the analysis of the data, it was concluded that there was a significant differences between children’s 21st century skills and the variables of mother's working status, mothers' educational status, fathers' educational status and socio-economic level of the family. On the other hand, it was concluded that the children's 21st-century skills did not significantly differ according to gender variables. Within the scope of the study, suggestions were made for future studies to be carried out in line with the aims and findings of the research.
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