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Araştırma öğretmenlerin 6-12 yaş arası çocukların bilişsel gelişim özelliklerini bilme ve Dikkat Eksikliği ve Hiperaktivite Bozukluğu tanıma yeterliliklerinin incelenmesi amacıyla tanımlayıcı olarak yapılmıştır. Veriler 6-12 yaş arası çocukların bilişsel gelişim özellikleri bilgi formu ve Dikkat Eksikliği ve Hiperaktivite Bozukluğu Tanıma Yeterliliği Ölçeği ile toplanmıştır. Analizde Mann Whitney U ve Kruskal Wallis testleri kullanılmıştır. Öğretmenlerin %39,6’sı 34-43 yaş arasındadır, %84,7’si sınıf öğretmenidir ve %37,9’u 11-20 yıl arasında çalışmaktadır. Öğretmenlerin %58,1’i lisans eğitiminden sonra, %63,5’i pedagojik formasyon eğitiminde çocukların bilişsel gelişimine dair eğitim almış ve %45,3’ü bu konu ile ilgili en fazla yazılı kaynaklara başvurmaktadır. Dikkat Eksikliği ve Hiperaktivite Bozukluğu Tanıma Yeterliliği Ölçeği puan ortalaması 8,04± 2,57 olup, yaş ve çalışma yılı arasında istatistiksel anlamlı bir fark bulunmaktadır (p<0,05). Öğretmenlerin 6-12 yaş arası çocukların bilişsel gelişim özellikleri ve Dikkat Eksikliği ve Hiperaktivite Bozukluğuna yönelik ölçeklerden alınan puanların istendik düzeyde olmadığı belirlenmiştir. Lisans eğitimi sonrasında hizmet içi eğitimlerle mesleki gelişimin desteklenmesi önem taşımaktadır.
The research was carried out to identify teachers in order to know the characteristics of cognitive development of children aged 6-12 and to study their ability to recognize attention deficiency and hyperactivity disorder. The data is collected by the information form and the measure of the ability to recognize the cognitive development characteristics of children between the ages of 6 and 12 and the attention deficiency and hyperactivity disorder. The analysis used Mann Whitney U and Kruskal Wallis tests. 39.6 percent of teachers are between 34 and 43 years of age, 84.7 percent are class teachers and 37.9 percent work between 11 and 20 years. 58.1% of teachers, after graduate education, 63.5% have received education on children’s cognitive development in pedagogical formation education, and 45.3% apply to the most written sources related to this subject. Attention Deficiency and Hyperactivity Disorder Identification Qualification Scale is an average of 8.04±2.57 points, and there is a statistically significant difference between age and working year (p<0.05). Teachers have been determined that the characteristics of cognitive development of children between the ages of 6 and 12 and the scores obtained from the scales for attention deficiency and hyperactivity disorder are not at the desired level. After graduate education, it is important to support professional development with service training.
The aim of this study was to investigate the knowledge level of teachers about the cognitive development characteristics of 6-12 years old children and to evaluate their Attention Deficit and Hyperactivity Disorder recognition competencies. Data were collected with 6-12 aged cognitive development data form and Attention Deficit and Hyperactivity Disorder Recognition Competence Scale. In the evaluation, Mann Whitney U and Kruskal Wallis tests were used. 39.6% of the teachers who participated in the study were between 34-43 years of age, 84.7% of them were working as class teachers, 37.9% of them had 11-20 years working years. 45.3% of the teachers make literature search about the cognitive development of children between 6-12 years old and apply the most written resources , 58.1% were educated in children's cognitive development after undergraduate education, most of them during pedagogical formation education. The mean score of the Attention Deficit and Hyperactivity Disorder Recognition Scale was 8.04 ± 2.57 and there was a statistically significant difference between age, working years. The knowledge level of teachers about cognitive development of children between the ages of 6-12 is not sufficient. It may be advisable to support professional development with in-service trainings after undergraduate education.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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