SavedAdd your journal

Journals / Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi / 2007 / Cilt: 0 - Sayı: 24

The Effects of Structural Qualities of House on School Readiness of 5-6 Year-Old Children

5-6 Yaş Çocuklarının Yaşadıkları Evin Yapısının İlköğretime Hazır Bulunuşluk Düzeyine Etkisi

Özgül UNUTKAN POLAT
Pages
43–54
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

For this reason, educating parents and teachers about improving the variables which are mentioned related with structural qualities of children’s house carry importance in terms of primary school readiness.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study has been conducted to evaluate the effects of structural qualities of house on children’s readiness to primary school.
📊
Key Findings & Data:The sample of the study consisted of 300 children in the ages of 5, 5.5, and 6 years old.
💡
Conclusion & Impact:For this reason, educating parents and teachers about improving the variables which are mentioned related with structural qualities of children’s house carry importance in terms of primary school readiness.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study has been conducted to evaluate the effects of structural qualities of house on children’s readiness to primary school. The sample of the study consisted of 300 children in the ages of 5, 5.5, and 6 years old. The data was gathered through a survey form which consisted of 5 questions and Development and Implementation forms of the “Marmara Scale for Primary School Readiness”. The results have been analyzed using t test and single dimensional variance analysis. Consequently, it has been decided that a number of variables related to structural qualities of house of pre-school children lead to differences in primary school readiness. For this reason, educating parents and teachers about improving the variables which are mentioned related with structural qualities of children’s house carry importance in terms of primary school readiness.

Özet

Bu araştırma, çocukların yaşadıkları evin yapısının ilköğretime hazır bulunuşluk düzeyleri üzerindeki etkisini incelemek amacıyla yapılmıştır. Araştırmanın örneklemini, 5, 5.5, 6 yaş 300 çocuk oluşturmaktadır. Araştırmada veriler, çocukların yaşadığı evin yapısına ait bilgileri içeren 5 sorudan oluşan anket formu ile “Marmara İlköğretime Hazır Oluş Ölçeği”nin Gelişim ve Uygulama formları kullanılmıştır. Bulgular t test ve tek boyutlu varyans analizi uygulanarak analiz edilmiştir. Sonuç olarak okul öncesi dönem çocuklarının evin yapısı ile ilgili bir çok değişkenin bu çocukların ilköğretime hazır bulunuşluğunda farklılıklara yol açtığı saptanmıştır. Bu nedenle çocukların yaşadıkları evin yapısıyla ilgili söz konusu değişkenlerin elden geldiğince iyileştirilmesi konusunda anne babaların ve eğitimcilerin bilgilendirilmesi ilköğretime hazır olma bakımından önem kazanmaktadır.

🔖

Cite This Article

POLAT, Ö. U. (2022). The Effects of Structural Qualities of House on School Readiness of 5-6 Year-Old Children. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 0 - Sayı: 24, 43–54. https://ajindex.com/articles/585186

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Bowman, B.T., Donovan, M.S., Burns, M.S. (2001).
  2. Eager to learn. Washington, DC: Academy Press.
  3. Duncan, G. J., Brooks-Gunn, J. And Klebanov, P. K., (1994). Economic deprivation and early childhood development. Child Development, vol. 65, pp. 286-318. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana I. ERIC Identifier:- ED389475. Farver, J.A.M., Xu, Y., Eppe, S. Ve Lonigan, C.J. (2006). Home environments and young Latino children’s school readiness. Early Childhood Research Quarterly, vol.21, 2, pp. 196-212.
  4. Halle, Z. Ve Zaff, C. (2000). School readiness: Helping communities get children ready for school and schools ready for children. Research Brief. Ed: Carol Emig. Washington: Child Trends Social Science Research. Hannon, P., Weınberger, J. Ve Nutbrown, C. (1991). A study of work with parents to promote early literacy development. Research Papers in Education, V.6 No:2, pp.77-97.
  5. Kappan, D. (1994). The transition to school: Why the first few years matter for pre-school education. Bloomington, vol.76, 3, pp.194-200.
  6. Katz, L.(1991). Readiness: Children and schools. ERIC Digest: ED330495. Landesman, S. And Ramey, C.T. (1989). Developmental psychology and mental retardation: Integrating scientific principles with treatment practices, American Psychologist, vol. 44, pp. 409-415.
  7. Landry, S. Swank, P. R., Smith, K. E., Assel, M. A. And Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, v.39, 4, pp.306-24.
  8. Leventhal, T., Senler- O Hagan, M. B., Brooks-Gunn, J., Bingenheimer, J.B. and Earls, F. J. (2004). The homelife interview from the Project on human development in Chicago neighborhoods: Assessment of parenting and home environment for 3- to 15- year-olds. Parenting: Science and Practice, v.4,2-3, pp.211-41.
  9. Love, J. M. et al. (1992). Final report of the national transition study: Transitions to kindergarten in American Schools. Portsmouth. N.H.: RMC Research Corporation. McLoyd, V.C. (1998). Socioeconomic disadvantage and child development. American Psychologist, vol.53, pp. 185-204.
  10. Ramey, S. L. And Ramey, C.T. (1992). Early educational intervention with disadvantaged children - to what effect?. Applied and Preventive Psychology,vol. 1, pp. 131-40.
  11. Raver, C.C. ve Knitzer, J. (2002). Ready to enter: What research tells policy makers about strategies to promote social and emotional school readiness among three and four year ol