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Bu çalışma, annelere uygulanan Çocuklarının Duygusal Gelişimini Desteklemeye Yönelik Eğitim Programının, annelerin çocuk sevme durumlarına, aile işlevlerinden duygusal tepki verebilme, gereken ilgiyi gösterme davranışlarına ve çocuklarının duygu düzenlemelerine olan etkisinin incelenmesi amacıyla yapılmıştır. Araştırmanın deney grubunu, 48–72 aylık çocuğa sahip 21 anne ve çocukları oluştururken, kontrol grubunu da 48–72 aylık çocuğa sahip 21 anne ve çocukları oluşturmuştur. Deney grubunu oluşturan annelere 13 hafta süre ile haftada bir gün 90 dakika olmak üzere Çocuklarının Duygusal Gelişimini Desteklemeye Yönelik Eğitim Programı uygulanmıştır. Kontrol grubundaki annelere herhangi bir eğitim verilmemiştir. Verilen eğitim programının etkililiğini ölçmek amacıyla Barnett Çocuk Sevme Ölçeği, Aile Değerlendirme Ölçeği’nin Duygusal Tepki Verebilme ve Gereken İlgiyi Gösterme Alt Ölçekleri ve Duygu Düzenleme Ölçeği kullanılmıştır. Verilerin analizinde, annelere uygulanan Barnett Çocuk Sevme Ölçeği, Duygusal Tepki Verebilme ve Gereken İlgiyi Gösterme alt ölçeklerinden elde edilen verilerde ANCOVA kullanılırken, çocuklardan elde edilen Duygu Düzenleme Ölçeği verileri için t Testi kullanılmıştır. Ailelerin demografik özelliklerinin analizinde frekans, yüzde ve ortalama değerleri alınmıştır. Elde edilen bulgular incelendiğinde, annelere verilen eğitim sonunda, annelerin Barnet Çocuk Sevme Ölçeği, Aile Değerlendirme Ölçeği’nin Duygusal Tepki Verebilme ve Gereken İlgiyi Gösterme alt ölçeklerinden aldığı öntest sontest puanlarına bakıldığında, deney ve kontrol grubu ortalama puanlarının anlamlı olarak farklılaştığı görülmüştür. Ayrıca eğitim programına katılan annelerin çocuklarının duygu düzenleme ölçeği puanlarındaki ortalama artışın, herhangi bir eğitim almayan annelerin çocuklarının puanlarındaki ortalama artıştan anlamlı olarak daha fazla olduğu tespit edilmiştir. Sonuç olarak annelere verilen Çocuklarının Duygusal Gelişimini Desteklemeye Yönelik Eğitim Programının, etkili olduğu görülmüştür.
This study was conducted with the aim of studying the impact of the Education Programme to Support the Emotional Development of the Children Applicated to the Mothers on the situations of mother loving the child, the ability to respond emotionally from family functions, the behavior to show the necessary interest and the emotional arrangements of their children. The study group consisted of 21 mothers and children with 48-72 months of age, while the control group consisted of 21 mothers and children with 48-72 months of age. The study was conducted by the teaching program to support the emotional development of their children for 13 weeks and 90 minutes a day a week. No training was given to the mothers in the control group. In order to measure the effectiveness of the given educational program, Barnett’s Child Love Scale, the Family Assessment Scale, the Emotional Reaction and Required Interest Scale, and the Emotional Regulation Scale, have been used. In the analysis of the data, data obtained from the Barnett Child Love Scale, Emotional Reaction and Required Interest scales applied to mothers were used ANCOVA, while t Test was used for the data obtained from children for the Emotional Regulation Scale. In the analysis of the demographic characteristics of families, the frequency, percentage and average values were taken. When the achieved findings were examined, at the end of the education given to the mothers, it was found that the mothers received the Barnet Child Love Scale, the Family Evaluation Scale from the lower scale of Emotional Reaction and Required Interest, the average scale of the experiment and control group was significantly different. It is also found that the average increase in the emotional regulation scale of the children of the mothers participating in the educational program is significantly higher than the average increase in the children of the mothers who do not have any education. As a result, the educational program aimed at supporting the emotional development of the children given to the mothers has been effective.
The current study was carried out to investigate the effect of The Educational Program to Support the Emotional Development of Children that was applied to mothers on the mothers’ case of liking their children, on the behaviours of Affective responsiveness, Affective Involvement as the family functions and on the emotion regulations for their children. The test group of the study was made up of 21 mother having a child at the age of 48-72 months old and their children while control group was comprised of 21 mothers having a child at the age of 48-72 months old. The mothers comprising the test group were applied The Educational Program to Support the Emotional Development of Children for 13 weeks once a week for 90 minutes. In order to assess the efficacy of the educational program given, Barnett Liking of Children Scale, Sub-scales of Affective responsiveness, and Affective Involvement which are considered within Family Assessment Scale and Emotion Regulation Scale were used. In the analysis process of datas, for the Emotion Regulation Scale datas which are attained from children, t test has been used while ANCOVA is used for the Barnett Liking of Children Scale, Affective Responsiveness and Affective Involvement subscale datas which are implemented to mothers. In the analysis of families’ demographic features, frequency, percentage and average values has been considered. In the view of gathered findings, at the end of mothers’ training, considering the pretest and post-test points which are obtained by mothers from Barnett Liking of Children Scale, Family Assessment Scale, Affective Responsiveness and Affective Involvement subscales, it’s seen that the average points of experimental and control groups has differentiated considerably. Besides, it’s determined that the average increase of points of children’s Emotion Regulation Scale whose mothers attended the training programme are considerably higher than those children whose mothers did not attend any training programme. As a conclusion, it was found that The Educational Program to Support the Emotional Development of Children was effective.
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