Studying the eff ect of cognitive tempo education program on 5-6 year-old preschoolers’s cognitive tempo and the level of behavioral problems
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Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çukurova Üniversitesi
Erişim Hakkı
CC0 1.0 Universal
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to determine the prevalence of the impulsive style at 5-6 year-old preschoolers and investigate the relationship between impulsive style and level of behavioral problems. To identify children’s cognitive tempo A form of Kansas Refl ection-Impulsivity Scale for Preschool: KRISP which was developed by Wright (1971) by adapting Kagan’s (1964) MFF test, to determine teacher assessment of children’s cognitive tempo, the Teacher’s Assessment Scale for Preschool Children Impulsivity (OÖÇİÖDÖ) which is developed during the study by the researcher and to identify children’s level of behavior problems Preschool Behavior Questionnaire developed by Behar (1976) and adapted into Turkish by Kanlıkılıçer (2005) were used. All tests individually administered to 605 preschool children who are attending preschool and kindergartens bound to National Ministry of Education in Istanbul and data gathered from the tests were analyzed with by using SPSS 17 package program. The findings of the study; according to the results of the scanning phase of the study 34,5 % of the sample has impulsive, 27,1 % has refl ective cognitive tempo. At the end of the study it is observed that when 5-6 year-old children’s response time extended their number of eror decreased that is to say the more the children think the less they make eror. In the meantime impulsive children have more behavior problems compared to refl ective children and former ones were considered impulsive by their teachers as well. Furthermore, males tend to be more impulsive than females and they have more behavior problems, 5 year-old children are more impulsive than six year-old and they are considered more impulsive by their teachers as well. It is also seen that when the income level of the parents increase the response time of the children gets longer they make fewer eror. In the same way when the income level of the parents increase teachers perceive students more impulsive and children coming from lower income level families have a higher average score from behavior problems than others. Children, whose mothers have lower education background, are more impulsive and they are perceived more impulsive by their teachers as well. Children with more siblings compared to children with one sibling are more impulsive on the other hand children with two or more siblings have more problem behavior, are more careless and restless than children with one sibling. Another diff erence is that the response time of children who attended a preschool or a kindergarten is longer than others’ but attending a preschool or kindergarten has no eff ect in the number of eror. If 5-6 year-old preschoolers’s impulsive style to control, it can be thought that their behavior problems will be reduce in accordance with the data on hand. The education programme that so as to developed by researcher for 5-6 year-old preschoolers’s impulsive style improved as refl ectiveness will promote in this study.
Açıklama
Anahtar Kelimeler
preschool, cognitive tempo, impulsivity, reflection, behavior problems, krıps
Kaynak
3.Uluslararası Okul Öncesi Eğitim Kongresi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Oktay .A. ve Durak Demirhan, T. (2012 ). Studying The Effect of Cognitive Tempo Education Program on 5-6 Year old Preschooler’s Cognitive Tempo and The Level of Behavioral Problems. 3.Uluslararası Okul Öncesi Eğitim Kongresi, Çukurova Üniversitesi Eğitim Fakültesi. 12-15 Eylül, 2012 Adana
