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The Examination of Relationship Between Behavioral Regulation with Phonological Awareness, Matching Images and Pre-Writing Skills in Preschool Children

Year 2019, Volume: 9 Issue: 1, 107 - 128, 15.04.2019
https://doi.org/10.19126/suje.463610

Abstract

Behavior
regulation skills are associated with early academic skills in pre-school
children in the studies. In addition to this, limited number of studies has
been shown relations between behavioral regulation skills and early literacy
skills; phonological awareness, matching images and pre-writing skills. The
study aims at assessing the relation between phonological awareness, matching
images and pre-writing skills which are early literacy skills and behavior
regulation skills in preschool children with regard to age, gender, period of
attending school, number of siblings.144 pre-school children, 68 of whom are
girls and 76 boys, participated from Bursa central districts in the research.
Results show that behavior regulation skills are associated with phonological
awareness and pre-writing skills. When age increases, phonological awareness
scores and matching images scores increase; according to number of siblings,
there is a statistically significant difference pre-writing skills scores;
period of attending school does not affect phonological awareness scores,
matching images scores and pre-writing skills; there is a statistically
significant  difference between
pre-writing scores by gender; the difference shows that girls’ pre-writing
scores are higher than the boys’ pre-writing scores.

References

  • KaynakçaAcarlar, F., Ege, P., Turan, F. (2002). Türk çocuklarının üstdil becerilerinin gelişimi ve okuma ilişkisi. Türk Psikoloji Dergisi, 17(50), 63-73.Allan, N. P., & Lonigan, C. J. (2011). Examining the dimensionality of effortful control in preschool children and its relation to academic and socio-emotional indicators. Developmental Psychology, 47, 905–915Balcı, A. (2001). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler (3. baskı). Ankara : PegemA Yayıncılık.Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660Bourke, L., & Adams, A. M. (2011). Is it differences in language skills and working memory that account for girls being better at writing than boys?. Journal of Writing Research, 3(3).Burrage, M, Ponitz,C.C, McCready, E.A, Shah, P. Brian C. Sims, Abigail M. Jewkes & Frederick J. Morrison (2008) Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment, Child Neuropsychology, 14:6, 510-524Barrs, M. & Pidgeon, S. (2002). Boys and writing. London: CLPEBecker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411-424.Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.Bronson, M. B., Tivnan, T., & Seppannen, P. S. (1995). Relations between teacher and classroom activity variables and the classroom behaviors of prekindergarten children in Chapter 1 funded programs. Journal of Applied Developmental Psychology, 16, 253–282Crone, D. A., & Whitehurst, G. J. (1999). Age and schooling effects on emergent literacy and early reading skills. Journal of Educational Psychology, 91(4), 604.Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development. Teaching and teacher education, 48, 97-105.Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child development, 83(4), 1229-1244.Cameron Ponitz, C. E., McClelland, M. M., Matthews, J. M., and Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Dev. Psychol. 45, 605–619Deretarla-Gül, E., & Bal, B. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 33-51.Dağlıoğlu, H. E. ve Deniz, Ü. (2011). Okul öncesi dönem çocuklarının insan figürü çizimlerinin gelişimsel açıdan cinsiyete göre incelenmesi. Elektronik Sosyal Bilimler Dergisi, 10(35), 16-30.Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool children: Effects of ‘‘executive skills’’ training. Developmental Psychobiology, 36, 161–174.Erdoğan, Samiye, Şimşek Bekir, Hatice ve Erdoğan Aras, Selma (2005), “Alt Sosyoekonomik Bölgelerde Ana Sınıfına Devam Eden 5-6 Yaş Grubundaki Çocukların Dil Gelişim Düzeylerine Bazı Faktörlerin Etkisinin İncelenmesi” Çukurova Üniversitesi Sosyal Bilimler Enstitüsü DergisiErgül, C., Karaman, G., Akoğlu , G., Tufan, M., Kesiktaş, D., & Bahap Kudret, Z. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1449-1472.Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. (2005). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265–281.Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18, 1–16.Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70(2), 177-194.Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207–241Gündüz, F., & Çalışkan, M. (2013). 60-66, 66-72, 72-84 Aylık Çocukların Okul Olgunluk Ve Okuma Yazma Becerilerini Kazanma Düzeylerinin İncelenmesi. Electronic Turkish Studies, 8(8).Goswami, U. ve Bryant, P.E. (1990). Phonological skills and learning to read. London: Erlbaum.Grisham-Brown, J., Ridgley, R., Pretti-Frontczak, K., Litt, C., & Nielson, A. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children's progress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention, 3(1), 171.Karaman, G., & Aytar, A. G. (2016). Erken Okuryazarlık Becerilerini Değerlendirme Aracı’nın (Eobda) Geliştirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2).Karaman, G. (2013). Erken okuryazarlik becerilerini değerlendirme araci’nin geliştirilmesi, geçerlik ve güvenirlik çalişmasi. Unpublished doctoral dissertation). Gazi University/Institution of Educational Sciences, Ankara.Lynch, J. (2009). Print Literacy Engagement of Parents From Low‐Income Backgrounds: Implications for Adult and Family Literacy Programs. Journal of Adolescent & Adult Literacy, 52(6), 509-521.Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of experimental child psychology, 108(3), 677-692.Lonigan, C. J., Allan, D. M., Goodrich, J. M., Farrington, A. L., & Phillips, B. M. (2017). Inhibitory control of Spanish-speaking language-minority preschool children: Measurement and association with language, literacy, and math skills. Journal of learning disabilities, 50(4), 373-385.Lonigan, C. J., Lerner, M. D., Goodrich, J. M., Farrington, A. L., & Allan, D. M. (2016). Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Journal of experimental child psychology, 144, 46-65.Muzevich, K. (1999). Emergent writing in the kindergarten classroom. Reading Today, 17(2), 9-9.McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., ... & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of learning disabilities, 35(1), 69-86.McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early childhood research quarterly, 28(2), 314-324.McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early childhood research quarterly, 15(3), 307-329.Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of educational psychology, 101(3), 689McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental psychology, 43(4), 947.McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471–490.McClelland, M. M., & Cameron, C. 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4- 6 yaş çocuklarının Davranış Düzenleme Becerileri ile Ses Bilgisel Farkındalık, Görsel Eşleştirme ve Yazı Yazma Öncesi Becerileri Arasındaki İlişkinin İncelenmesi

Year 2019, Volume: 9 Issue: 1, 107 - 128, 15.04.2019
https://doi.org/10.19126/suje.463610

Abstract

Çalışmalarda, davranış düzenleme becerilerinin okul öncesi çocuklarda
erken akademik becerilerle ilişkilendirilmektedir. Buna ek olarak, sınırlı
sayıda çalışmada davranış düzenleme becerilerinin erken okuryazarlık becerilerden;
ses bilgisel farkındalık, görsel eşleştirme ve yazı yazma öncesi becerileriyle
ilişkisi gösterilmiştir. Bu çalışmada, okul öncesi dönemdeki çocuklarda erken
okuma yazma becerilerinden ses bilgisel farkındalık, görsel eşleştirme ve yazı
yazma öncesi becerileri ile davranış düzenleme becerileri arasındaki ilişki
yaş, cinsiyet, okula devam etme süresi, kardeş sayıları bakımından incelenmesi
amaçlanmıştır. Bursa merkez ilçelerinden 144 okul öncesi dönemdeki çocuk, (68’i
kız ve 76’sı erkek olmak üzere) araştırmaya katılmıştır. Sonuçlar, davranış
düzenleme becerilerinin, ses bilgisel farkındalık ve yazı yazma öncesi
becerilerle ilişkili olduğunu göstermektedir. Yaş arttıkça ses bilgisel  farkındalık puanının ve görsel eşleştirme
puanının arttığı, yazı yazma öncesi becerilerinde, kardeş sayılarına göre
istatistiksel olarak anlamlı bir fark olduğu, okula devam etme süresinin ses
bilgisel farkındalığı, görsel eşleştirme ve yazı yazma öncesi becerilerine etki
etmediği, yazı yazma öncesi becerileri için cinsiyetler arasında istatistiksel
olarak anlamlı farklılık olduğu, bu farkın kız çocuklarının yazı yazma öncesi
becerilerinin erkek çocuklara göre daha yüksek olduğunu göstermektedir.

References

  • KaynakçaAcarlar, F., Ege, P., Turan, F. (2002). Türk çocuklarının üstdil becerilerinin gelişimi ve okuma ilişkisi. Türk Psikoloji Dergisi, 17(50), 63-73.Allan, N. P., & Lonigan, C. J. (2011). Examining the dimensionality of effortful control in preschool children and its relation to academic and socio-emotional indicators. Developmental Psychology, 47, 905–915Balcı, A. (2001). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler (3. baskı). Ankara : PegemA Yayıncılık.Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660Bourke, L., & Adams, A. M. (2011). Is it differences in language skills and working memory that account for girls being better at writing than boys?. Journal of Writing Research, 3(3).Burrage, M, Ponitz,C.C, McCready, E.A, Shah, P. Brian C. Sims, Abigail M. Jewkes & Frederick J. Morrison (2008) Age- and Schooling-Related Effects on Executive Functions in Young Children: A Natural Experiment, Child Neuropsychology, 14:6, 510-524Barrs, M. & Pidgeon, S. (2002). Boys and writing. London: CLPEBecker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411-424.Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.Bronson, M. B., Tivnan, T., & Seppannen, P. S. (1995). Relations between teacher and classroom activity variables and the classroom behaviors of prekindergarten children in Chapter 1 funded programs. Journal of Applied Developmental Psychology, 16, 253–282Crone, D. A., & Whitehurst, G. J. (1999). Age and schooling effects on emergent literacy and early reading skills. Journal of Educational Psychology, 91(4), 604.Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development. Teaching and teacher education, 48, 97-105.Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child development, 83(4), 1229-1244.Cameron Ponitz, C. E., McClelland, M. M., Matthews, J. M., and Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Dev. Psychol. 45, 605–619Deretarla-Gül, E., & Bal, B. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 33-51.Dağlıoğlu, H. E. ve Deniz, Ü. (2011). Okul öncesi dönem çocuklarının insan figürü çizimlerinin gelişimsel açıdan cinsiyete göre incelenmesi. Elektronik Sosyal Bilimler Dergisi, 10(35), 16-30.Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool children: Effects of ‘‘executive skills’’ training. Developmental Psychobiology, 36, 161–174.Erdoğan, Samiye, Şimşek Bekir, Hatice ve Erdoğan Aras, Selma (2005), “Alt Sosyoekonomik Bölgelerde Ana Sınıfına Devam Eden 5-6 Yaş Grubundaki Çocukların Dil Gelişim Düzeylerine Bazı Faktörlerin Etkisinin İncelenmesi” Çukurova Üniversitesi Sosyal Bilimler Enstitüsü DergisiErgül, C., Karaman, G., Akoğlu , G., Tufan, M., Kesiktaş, D., & Bahap Kudret, Z. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1449-1472.Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. (2005). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265–281.Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18, 1–16.Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70(2), 177-194.Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207–241Gündüz, F., & Çalışkan, M. (2013). 60-66, 66-72, 72-84 Aylık Çocukların Okul Olgunluk Ve Okuma Yazma Becerilerini Kazanma Düzeylerinin İncelenmesi. Electronic Turkish Studies, 8(8).Goswami, U. ve Bryant, P.E. (1990). Phonological skills and learning to read. London: Erlbaum.Grisham-Brown, J., Ridgley, R., Pretti-Frontczak, K., Litt, C., & Nielson, A. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children's progress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention, 3(1), 171.Karaman, G., & Aytar, A. G. (2016). Erken Okuryazarlık Becerilerini Değerlendirme Aracı’nın (Eobda) Geliştirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2).Karaman, G. (2013). Erken okuryazarlik becerilerini değerlendirme araci’nin geliştirilmesi, geçerlik ve güvenirlik çalişmasi. Unpublished doctoral dissertation). Gazi University/Institution of Educational Sciences, Ankara.Lynch, J. (2009). Print Literacy Engagement of Parents From Low‐Income Backgrounds: Implications for Adult and Family Literacy Programs. Journal of Adolescent & Adult Literacy, 52(6), 509-521.Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of experimental child psychology, 108(3), 677-692.Lonigan, C. J., Allan, D. M., Goodrich, J. 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Details

Primary Language English
Journal Section Articles
Authors

Elif Yalçıntaş Sezgin 0000-0001-8523-8111

Leyla Ulus 0000-0002-5483-0224

İbrahim Şahin 0000-0001-9031-3040

Publication Date April 15, 2019
Published in Issue Year 2019 Volume: 9 Issue: 1

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APA Yalçıntaş Sezgin, E., Ulus, L., & Şahin, İ. (2019). The Examination of Relationship Between Behavioral Regulation with Phonological Awareness, Matching Images and Pre-Writing Skills in Preschool Children. Sakarya University Journal of Education, 9(1), 107-128. https://doi.org/10.19126/suje.463610