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Bu araştırma, okul öncesi dönem çocuklarının “Duyguları Yönetme Becerileri Eğitim Programının (DYBEP)” çocukların duyguları yönetme ve bakış açısı alma becerisine etkisini incelemek amacıyla yapılmıştır. Araştırmada veri toplama aracı olarak çocuk ve aile genel bilgi formu, Aslan ve Köksal Akyol (2016) tarafından geliştirilen Çocuklar için Bakış Açısı Alma Testi (ÇBT), TÜBİTAK tarafından desteklenen Okul Öncesi Sosyal Beceri Değerlendirme Ölçeğinin (OSBED) duyguları yönetme becerileri alt ölçeği kullanılmıştır. Araştırmanın çalışma grubuna 2019-2020 eğitim öğretim yılında, Milli Eğitim Bakanlığına bağlı bir anaokulunun iki sınıfından 20 deney, 20 kontrol olmak üzere 40 çocuk dahil edilmiştir. Deney ve kontrol grubuna ön testler uygulandıktan sonra, deney grubuna haftada iki gün, 12 haftada 24 oturum şeklinde Duyguları Yönetme Becerileri Eğitim Programı (DYBEP) uygulanmıştır. Uygulama sonrasında deney ve kontrol gruplarına son test uygulaması ve 5 hafta sonra kalıcılık testi yapılmıştır. Elde edilen bulgular sonucunda; deney grubuna uygulanan Duyguları Yönetme Becerileri Eğitimi Programının, duyguları yönetme becerileri üzerinde etkili olduğu ve bu etkinin kalıcı olduğu sonucuna ulaşılmıştır. Bakış açısı alma becerilerine ilişkin sonuçlar incelendiğinde, eğitim programının etkili olduğu ve bu etkinin kalıcı olduğu saptanmıştır. Araştırmanın sonucunda deney grubundaki çocukların duygusal bakış açısı alma ve toplam puanlarında istatistiksel olarak anlamlı bir farklılığın bulunduğu saptanmıştır.
This study was conducted with the aim of studying the impact of pre-school children's "Emotional Management Skills Education Program (DYBEP)" on their ability to manage emotions and take perspective. In the study, as a data collection tool, the general information form for children and families, developed by Lion and Root Akyol (2016) has been used in the lower scale of the skills to manage emotions of the Pre-School Social Skills Assessment Scale (OSBED) supported by TÜBİTAK. The study’s work group included 40 children, including 20 experiments, 20 controls, from two classes of a national school affiliated with the Ministry of Education in the 2019-2020 educational year. After pre-tests were applied to the experimental and control group, the experimental group was applied the Emotional Management Skills Training Program (DYBEP) in the form of two days a week, 24 sessions in 12 weeks. After the application, the final test application was made to the test and control groups, and the durability test was done 5 weeks later. The findings have found that the Emotional Management Skills Training Program applied to the experimental group has an effect on emotions management skills and that this effect is permanent. When the results of their perspective capabilities are studied, the training program has been found to be effective and that the effect is permanent. The study found that children in the experimental group had a statistically significant difference in their emotional perspective and overall scores.
This research was carried out to investigate the effect of the “Emotion- Management Skills Training Program” of preschool children on their ability to manage emotions and take perspective. The child and family general information form, the Children's Perspective Taking Test prepared by Aslan and Köksal Akyol (2016) and the emotion management skills subscale of the Preschool Social Skills Assessment Scale supported by TÜBİTAK were used as data collection tools. The study group of the research consists of two classes, which is affiliated to the Ministry of National Education in the 2019-2020 academic year. The experimental group comprises 20 children and the control group consists of 20 children, totally 40 children. Preliminary tests were applied to the experimental group and the control group. After the program implementation in 24 sessions in 12 weeks for two days a week, the post-test was applied to the same groups. After the pre-tests were applied to the experimental and control groups, the Emotion Management Skills Training Program (DYBEP) was applied to the experimental group two days a week, 24 sessions in a total of 12 weeks. After that, the post-test was applied to the experimental and control groups and the permanence test was performed five weeks later. As a result of the findings, it was concluded that the Emotion Management Skills Training Program applied to the experimental group was effective on emotion management skills. Indeed when the results regarding perspective-taking skills were examined, it was found that the training program was effective and this effectiveness is permanent. Finally it was found that there was a statistically significant difference in the emotional perspective-taking and total scores of the children in the experimental group.
Field : Eğitim Bilimleri; Fen Bilimleri ve Matematik
Journal Type : Ulusal
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