Anaokulu eğitimi alan ve almayan çocukların ilkokul birinci sınıftaki akademik başarı ve ruhsal uyum davranışlarının karşılaştırmalı olarak incelenmesi
Başlık çevirisi mevcut değil.
- Tez No: 24991
- Danışmanlar: PROF. DR. ŞULE BİLİR
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Akademik başarı, Okul öncesi eğitim, Uyum bozuklukları, Çocuk psikolojisi, Academic achievement, Preschool education, Adjustment disorders, Child psychology
- Yıl: 1992
- Dil: Türkçe
- Üniversite: Hacettepe Üniversitesi
- Enstitü: Sağlık Bilimleri Enstitüsü
- Ana Bilim Dalı: Çocuk Sağlığı ve Hastalıkları Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310
Özet (Çeviri)
Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310
Benzer Tezler
- Türkçe'nin anadili ve yabancı dil olarak öğretimi üzerine bir araştırma
Başlık çevirisi yok
SAMİ BALCI
- Okul öncesi eğitimin ilköğretime etkisinin aile katılımı ve çeşitli değişkenler açısından incelenmesi
Investigating the effect of pre-school education on primary education regarding family involvement and various variables
DENİZ EKİNCİ VURAL
Doktora
Türkçe
2012
Eğitim ve ÖğretimDokuz Eylül Üniversitesiİlköğretim Ana Bilim Dalı
PROF. DR. AYFER KOCABAŞ
- Yaz anaokulunda eğitim alan ve almayan ilköğretim birinci sınıf öğrencilerinin sosyal becerilerinin incelenmesi (Mardin ili örneği)
A research on social skills of the first grade students that have pre-school education and that do not have pre-school education in summer kindergarten school
PINAR POLAT
Yüksek Lisans
Türkçe
2014
Eğitim ve Öğretimİnönü Üniversitesiİlköğretim Ana Bilim Dalı
YRD. DOÇ. DR. HİKMET ZELYURT
- Sembolik oyunun 4 yaş çocuklarının dil kazanımına etkisi
The Effect of symbolic play on the language auguisition of 4 years old children
E. NİHAL AHİOĞLU
Yüksek Lisans
Türkçe
1999
Eğitim ve ÖğretimAnkara ÜniversitesiEğitimde Psikolojik Hizmetler Ana Bilim Dalı
PROF.DR. BEKİR ONUR
- Okul öncesi eğitimin ilköğretim birinci sınıf öğrencilerinin başarısı üzerine etkisi (Gaziantep örneği)
The Impact of preschooling on the success of first year elemantary school students (A case study in Gaziantep)
ORHAN EKİNCİ
Yüksek Lisans
Türkçe
2001
Eğitim ve ÖğretimGaziantep ÜniversitesiEğitim Bilimleri Ana Bilim Dalı
Y.DOÇ.DR. NECMİYE KARATAŞ