Ebeveynlerin bilişsel esneklik düzeyleri ile çocukların bilişsel esneklik düzeyleri arasındaki ilişkinin incelenmesi (Altınözü ilçe örneği)
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ebeveynlerin bilişsel esneklik düzeyleri ile okul öncesi eğitime devam eden 60-72 ay grubu çocukların bilişsel esneklikleri arasındaki ilişkiyi incelemektir. Nicel araştırma yöntemlerinden ilişkisel tarama modeliyle yürütülen çalışma, 2024-2025 eğitim-öğretim yılında Hatay ili Altınözü ilçesindeki resmi bağımsız anaokullarına devam eden 132 çocuk ve onların ebeveynleri ile gerçekleştirilmiştir. Araştırmada çocukların bilişsel esneklik düzeyleri "Nesne Seçiminde Esneklik Görevi (NSEG)", ebeveynlerin bilişsel esneklik düzeyleri ise "Bilişsel Esneklik Envanteri (BEE)" ile ölçülmüştür. Elde edilen veriler, istatistiksel paket programı kullanılarak Bağımsız Örneklem T Testi, Tek Yönlü Varyans Analizi (ANOVA), Çoklu Regresyon ve Pearson Momentler Çarpımı Korelasyon Katsayısı analizleriyle değerlendirilmiştir. Araştırma sonuçlarına bakıldığında, okul öncesi eğitime devam eden 60-72 ay grubu çocukların ebeveynlerinin bilişsel esneklik düzeylerinin orta seviyede olduğunu ve babaların annelere kıyasla biraz daha yüksek düzeyde bilişsel esneklik gösterdiğini ortaya koymuştur. Çocukların soyutlama becerileri yüksek, bilişsel esneklik düzeyleri ise orta düzeydedir. Cinsiyet ve doğum sırasına göre anlamlı bir fark bulunmazken, kardeş sayısı arttıkça soyutlama becerisi azalmış; en yüksek düzey tek çocuklarda görülmüştür. Ebeveynlerin eğitim düzeyi ile çocukların bilişsel becerileri arasında anlamlı farklar bulunurken, sosyoekonomik durum, yaş, çocuk sayısı ve gelir gibi değişkenlerle anlamlı bir ilişki saptanmamıştır. Ebeveynlerin bilişsel esneklikleri ile çocukların soyutlama ve bilişsel esneklikleri arasında anlamlı bir ilişki bulunmamakla beraber ebeveynlerin bilişsel esneklik düzeyleri, çocukların soyutlama ve bilişsel esneklik becerilerini yordayıcı bir etki göstermemiştir. Sonuçlar ilgili literatür açısından tartışılmış ve önerilere yer verilmiştir.
The aim of this study is to examine the relationship between the cognitive flexibility levels of parents and those of children aged 60–72 months attending preschool education. The study was conducted using the relational survey model, one of the quantitative research methods, with 132 children enrolled in official independent kindergartens affiliated with the Ministry of National Education in Altınözü district of Hatay province during the 2024–2025 academic year, along with their parents. The cognitive flexibility levels of the children were measured using the "Object Selection Cognitive Flexibility Task (OSCFT)", while the cognitive flexibility levels of the parents were assessed using the "Cognitive Flexibility Inventory (CFI)". The obtained data were evaluated using a statistical software package with the Independent Samples T-Test, One-Way Analysis of Variance (ANOVA), Multiple Regression, and Pearson Product-Moment Correlation Coefficient analyses. The findings revealed that the parents of preschool-aged children demonstrated a moderate level of cognitive flexibility, with fathers showing slightly higher levels than mothers. While children exhibited high levels of abstraction skills, their cognitive flexibility levels were found to be moderate. No significant differences were observed based on gender or birth order, whereas an increase in the number of siblings corresponded with a decrease in abstraction skills, with only children displaying the highest levels. Significant differences were found between parental education levels and children's cognitive skills; however, no significant relationships were identified with variables such as socioeconomic status, parental age, number of children, or income. While no significant relationship was found between parents' cognitive flexibility and children's abstraction and cognitive flexibility, parents' levels of cognitive flexibility did not demonstrate a predictive effect on children's abstraction and cognitive flexibility skills. The results were discussed in light of relevant literature, and suggestions were provided.
The aim of this study is to examine the relationship between the cognitive flexibility levels of parents and those of children aged 60–72 months attending preschool education. The study was conducted using the relational survey model, one of the quantitative research methods, with 132 children enrolled in official independent kindergartens affiliated with the Ministry of National Education in Altınözü district of Hatay province during the 2024–2025 academic year, along with their parents. The cognitive flexibility levels of the children were measured using the "Object Selection Cognitive Flexibility Task (OSCFT)", while the cognitive flexibility levels of the parents were assessed using the "Cognitive Flexibility Inventory (CFI)". The obtained data were evaluated using a statistical software package with the Independent Samples T-Test, One-Way Analysis of Variance (ANOVA), Multiple Regression, and Pearson Product-Moment Correlation Coefficient analyses. The findings revealed that the parents of preschool-aged children demonstrated a moderate level of cognitive flexibility, with fathers showing slightly higher levels than mothers. While children exhibited high levels of abstraction skills, their cognitive flexibility levels were found to be moderate. No significant differences were observed based on gender or birth order, whereas an increase in the number of siblings corresponded with a decrease in abstraction skills, with only children displaying the highest levels. Significant differences were found between parental education levels and children's cognitive skills; however, no significant relationships were identified with variables such as socioeconomic status, parental age, number of children, or income. While no significant relationship was found between parents' cognitive flexibility and children's abstraction and cognitive flexibility, parents' levels of cognitive flexibility did not demonstrate a predictive effect on children's abstraction and cognitive flexibility skills. The results were discussed in light of relevant literature, and suggestions were provided.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
