Okul öncesi çocuklarda yaratıcı düşünmeyle ilişkili faktörler: Ana baba tutumu, bağlanma ve sosyal destek / Factors associated with creative thinking in preschool children: parent attitude, attachment and social support
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Tarih
2024
Yazarlar
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Yayıncı
Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Sürdürülebilir bir dünya için okul öncesinden başlayarak eğitim süreçlerinin tüm basamaklarında çocuklarda yaratıcılığı destekleyecek planlamaların son derece önemli olduğu aktarılmaktadır. Bu araştırmada amaç, okul öncesi çocuklarda yaratıcı düşünmeyle ilgili psiko-sosyal değişkenleri ortaya koymaktır. Bilindiği kadarıyla ilk kez bu çalışmada ana baba tutumu, bağlanma ve sosyal destek değişkenlerinin yaratıcı düşünme ile ilişkisi Banaz’ın (1992) Ana Etki ve Dolaylı Etki Kuramı çerçevesinde incelenmiştir. Bu amaçla, Bolu ilinde ana okuluna devam eden 4-6 yaşlarındaki çocuklar, anneleri ve öğretmenleri bu araştırmanın örneklemini oluşturmaktadır. Araştırmanın nicel verilerinin toplandığı ilk bölümünde 4-6 (48-68 ay) yaşında ana okuluna devam eden 105 çocuk dahil edilmiştir. Araştırmaya katılan çocukların %57.1’i (N = 60) erkek, %42.9’u (N =45) kız çocuklardır. Araştırmada çocuklara uygulanan değerlendirme araçları “Çocuklar için Tematik Algılama Testi” ve oyunlaştırılarak uygulanan “Algılanan Sosyal Destek” ile ilgili ölçek sorularıdır. Araştırmada annelere demografik bilgilerin yanı sıra Ebeveyn Tutumu Ölçeği, Yakın İlişkilerde Yaşantılar Envanteri ve Kerns Güvenli Bağlanma Ölçeği yöneltilmiştir. Ayrıca, Yakın İlişkilerde Yaşantılar Envanteri çocuğun ailesiyle kurduğu ilişkiyi gözleyen öğretmene de yöneltilmiştir. Yanı sıra, annenin çocuğunda algıladığı yaratıcılık düzeyi ile öğretmenin sınıftaki öğrencisine ilişkin algıladığı yaratıcılık düzeyi 7’li Likert tipi ölçek ile değerlendirilmiştir (1= Hiç, 7= Çok fazla). Araştırmada algılanan yaratıcılık skorları arası öğretmen ve annelerin değerlendirmeleri bağımsız gruplar t testi ile karşılaştırıldığında anneler kız çocuklarının erkek çocuklarına göre daha yaratıcı olduğunu rapor ederken, öğretmenler kız ve erkek çocuklar arası fark olmadığı gözlenmiştir. Değişkenler arası ilişkiler aracılık analizleri ile incelendiğinde, hem sosyal destek ile özgün düşünme ile hem de sosyal destek ile esnek düşünme arasındaki ilişkide demokratik anne baba tutumunun aracılık ettiği görülmüştür. Öğretmenin çocuğun aile ilişkilerine yönelik rapor ettiği kaygılı bağlanmanın/kaçıngan bağlanmanın sosyal destek ile yaratıcı düşünme boyutları (akıcılık, esneklik, özgün düşünme) arasındaki ilişkide aracı rolü ise direkt ve dolaylı ilişkiler istatistiksel anlamlı olsa dahi Hayes’in aracı ilişkiler kuralları dikkate alındığında gerçek bir aracı rolünü ortaya koyamamıştır. Yaratıcı düşünme becerisinin desteklenmesi ve geliştirilmesinde aile, öğretmen, öğrenme ortamı, sistemsel süreçlerin rolü alanyazındaki bilgiler ışığında tartışılmıştır.
It is stated that planning that will support creativity in children starting from preschool is extremely important in all stages of education processes for a sustainable world. The aim of this study is to reveal psycho-social variables related to creative thinking in preschool children. As far as is known, for the first time in this study, the relationship between parental attitude, attachment and social support variables and creative thinking was examined within the framework of Banaz’s (1992) Main Effect and Indirect Effect Theory. For this purpose, children aged 4-6, their mothers and teachers who attend kindergarten in Bolu province constitute the sample of this study. In the first part of the study where quantitative data was collected, 105 children aged 4-6 (48-68 months) who attend kindergarten were included. 57.1% (N = 60) of the children participating in the study were boys and 42.9% (N = 45) were girls. The assessment tools applied to the children in the study were the “Thematic Perception Test for Children” and scale questions related to “Perceived Social Support” applied by gamification. In the study, in addition to demographic information, the Parenting Attitude Scale, the Experiences in Close Relationships Inventory, and the Kerns Secure Attachment Scale were administered to the mothers. In addition, the Experiences in Close Relationships Inventory was administered to the teacher who observed the child's relationship with his/her family. In addition, the mother's perceived creativity level in her child and the teacher's perceived creativity level regarding the student in the class were assessed using a 7-point Likert-type scale (1= Not at all, 7= A lot). When the evaluations of the teachers and mothers regarding the perceived creativity scores in the study were compared using an independent groups t-test, it was observed that while the mothers reported that the girls were more creative than the boys, there was no difference between the girls and boys. When the relationships between variables were examined with mediation analyses, it was seen that democratic parenting style mediated the relationship between both social support and original thinking and between social support and flexible thinking. The mediating role of anxious attachment/avoidant attachment reported by the teacher towards the child's family relationships in the relationship between social support and creative thinking dimensions (fluency, flexibility, original thinking) could not reveal a real mediating role even though the direct and indirect relationships were statistically significant when Hayes' mediating relationship rules were taken into account. The roles of family, teacher, learning environment and systemic processes in supporting and developing creative thinking skills were discussed in the light of information in the literature.
It is stated that planning that will support creativity in children starting from preschool is extremely important in all stages of education processes for a sustainable world. The aim of this study is to reveal psycho-social variables related to creative thinking in preschool children. As far as is known, for the first time in this study, the relationship between parental attitude, attachment and social support variables and creative thinking was examined within the framework of Banaz’s (1992) Main Effect and Indirect Effect Theory. For this purpose, children aged 4-6, their mothers and teachers who attend kindergarten in Bolu province constitute the sample of this study. In the first part of the study where quantitative data was collected, 105 children aged 4-6 (48-68 months) who attend kindergarten were included. 57.1% (N = 60) of the children participating in the study were boys and 42.9% (N = 45) were girls. The assessment tools applied to the children in the study were the “Thematic Perception Test for Children” and scale questions related to “Perceived Social Support” applied by gamification. In the study, in addition to demographic information, the Parenting Attitude Scale, the Experiences in Close Relationships Inventory, and the Kerns Secure Attachment Scale were administered to the mothers. In addition, the Experiences in Close Relationships Inventory was administered to the teacher who observed the child's relationship with his/her family. In addition, the mother's perceived creativity level in her child and the teacher's perceived creativity level regarding the student in the class were assessed using a 7-point Likert-type scale (1= Not at all, 7= A lot). When the evaluations of the teachers and mothers regarding the perceived creativity scores in the study were compared using an independent groups t-test, it was observed that while the mothers reported that the girls were more creative than the boys, there was no difference between the girls and boys. When the relationships between variables were examined with mediation analyses, it was seen that democratic parenting style mediated the relationship between both social support and original thinking and between social support and flexible thinking. The mediating role of anxious attachment/avoidant attachment reported by the teacher towards the child's family relationships in the relationship between social support and creative thinking dimensions (fluency, flexibility, original thinking) could not reveal a real mediating role even though the direct and indirect relationships were statistically significant when Hayes' mediating relationship rules were taken into account. The roles of family, teacher, learning environment and systemic processes in supporting and developing creative thinking skills were discussed in the light of information in the literature.
Açıklama
Tam Metin / Full Text
Anahtar Kelimeler
Gelişim psikolojisi, Yaratıcı düşünme, Okul öncesi çocuklar, Anne baba tutumu, Demoktratik anne baba tutumu, Bağlanma, Kaygılı bağlanma, Güvenli bağlanma, Kaçıngan bağlanma
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Künye
Durak, S. (2024). Okul öncesi çocuklarda yaratıcı düşünmeyle ilişkili faktörler: Ana baba tutumu, bağlanma ve sosyal destek / Factors associated with creative thinking in preschool children: parent attitude, attachment and social support. (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
