Okul Olgunluğu Değerlendirme Aracı’nın Geliştirilmesi ve Psikometrik Özellikleri

Mihriban Özcan; Adalet Kandır

doi:10.30703/cije.1666485

EN TR

Development and Psychometric Proporties of a School Readiness Assesment Tool

Abstract

The aim of this study is to develop the School Readiness Assessment Tool for preschool children and to examine its psychometric properties. The study was conducted using a descriptive research design. Within this scope, a Child Form consisting of picture-based items administered directly to children and a Parent Form based on parental observations of school readiness indicators were developed. The study group consisted of 803 children and 597 parents. Exploratory and confirmatory factor analyses and reliability analyses were conducted to examine the psychometric properties of the tool; analyses for the Child Form were carried out using the R software, while analyses for the Parent Form were conducted using the SPSS statistical package. According to the results of the exploratory factor analysis, the Child Form consisted of 37 items within a single-factor structure, explained 33% of the total variance, and demonstrated high reliability coefficients (Cronbach’s alpha = 0.91; test–retest r = 0.92). Confirmatory factor analysis results indicated that the model showed good fit indices. The Parent Form was found to consist of 34 items within a single-factor structure, explain 39% of the total variance, and exhibit high reliability values (Cronbach’s alpha = 0.92; test–retest r = 0.92). In conclusion, it was determined that the developed School Readiness Assessment Tool is a valid and reliable measurement tool for assessing the school readiness of preschool children.

Keywords

Okul Olgunluğu Değerlendirme Aracı’nın Geliştirilmesi ve Psikometrik Özellikleri

Öz

Araştırmanın amacı, okul öncesi çocuklara yönelik Okul Olgunluğu Değerlendirme Aracı’nı geliştirmek ve psikometrik özelliklerini incelemektir. Araştırma betimsel araştırma modelinde yürütülmüştür. Bu kapsamda, doğrudan çocuğa uygulanan resim temelli maddelerden oluşan Çocuk Formu ile okul olgunluğu göstergelerinin ebeveyn gözlemlerine dayalı olarak değerlendirildiği Ebeveyn Formu geliştirilmiştir. Çalışma grubunu 803 çocuk ve 597 ebeveyn oluşturmuştur. Aracın psikometrik özelliklerini incelemek için açımlayıcı ve doğrulayıcı faktör analizleri ile güvenirlik analizleri kullanılmış; Çocuk Formu analizleri R programı, Ebeveyn Formu analizleri ise SPSS paket programı aracılığıyla gerçekleştirilmiştir. Açımlayıcı faktör analizi sonuçlarına göre Çocuk Formu tek boyutlu bir yapıda 37 maddeden oluşmuş, toplam varyansın %33’ünü açıklamış ve yüksek güvenirlik katsayıları göstermiştir (Cronbach alfa=0,91; test-tekrar test r=0,92). Doğrulayıcı faktör analizi sonuçları modelin iyi uyum gösterdiğini ortaya koymuştur. Ebeveyn Formu’nun ise tek boyutlu bir yapıda 34 maddeden oluştuğu, toplam varyansın %39’unu açıkladığı ve yüksek güvenirlik değerlerine sahip olduğu belirlenmiştir (Cronbach alfa=0,92; test-tekrar test r=0,92). Sonuç olarak, geliştirilen Okul Olgunluğu Değerlendirme Aracı’nın okul öncesi çocukların okul olgunluğunu değerlendirmede geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Etik Beyan

Yapılan bu çalışmada bilimsel, etik ve alıntı kurallarına uyulduğu; toplanan veriler üzerinde herhangi bir tahrifatın yapılmadığı, karşılaşılacak tüm etik ihlallerde “Cumhuriyet Uluslararası Eğitim Dergisi ve Editörünün” hiçbir sorumluluğunun olmadığı, tüm sorumluluğun Sorumlu Yazara ait olduğu ve bu çalışmanın herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiş olduğu sorumlu yazar tarafından taahhüt edilmiştir.

Kaynakça

Aral, N., Baran, G., Gürsoy, F., Köksal Akyol, A., Ayhan, A. B., Erdoğan, S., & Bıçakçı, M. Y. (2008). Adaptation Study of Brigance Early Development Inventory II for Six-Year-Old Turkish Children. Contemporary Education Journal, 33(353). 4-12.
Arı, A., & Özcan, E. (2016). The effect of first grade students' school readiness levels on learning to read and write. Dumlupınar University Journal of Social Sciences, (47), 74-90. https://dergipark.org.tr/en/download/article-file/269017
Babayiğit, Ö., & Erkuş, B. (2017). Problems and solution suggestions in the process of teaching first reading and writing. Erzincan University Faculty of Education Journal, 19(2), 271-284. https://doi.org/10.17556/erziefd.334982
Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade?. American Educational Research Association Open, 1, 1–31. https://doi.org/10.1177/2332858415616358
Blair, C. (2016). Developmental science and executive function. Current Directions in Psychological Science, 25(1), 3–7. https://doi.org/10.1177/0963721415622634
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731. https://doi.org/10.1146/annurev-psych-010814-015221
Boivin, M., & Bierman, K. L. (Eds.). (2013). Promoting school readiness and early learning: Implications of developmental research for practice. Guilford Publications.
Britto, P. R., Rana, A.J., Pasic, M., & Mannathoko, C. (2012). School readiness and transition. New York: Unicef.

Büyüköztürk, Ş. (2019). Data analysis handbook for social sciences. Ankara: Pegem Academy.
Canbulat, T., & Kırıktaş, H. (2016). Development of primary school readiness scale: validity and reliability study. Academia Journal of Educational Research,1 (1), 26-35. https://dergipark.org.tr/en/download/article-file/286341
Carlton, M. P., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28(3), 338–352. https://doi.org/10.1080/02796015.1999.12085969
Cooper, B. R., Moore, J. E., Powers, C. J., Cleveland, M., & Greenberg, M. T. (2014). Patterns of early reading and social skills associated with academic success in elementary school. Early Education and Development, 25(8), 1248-1264. https://doi.org/10.1080/10409289.2014.932236
Creswell. J.W., & Creswell, J.D. (2017) Research design: Qualitative, quantitative, and mixed methods approaches. Newbury Park: Sage.
Davies, S., Magdalena, J., Duku, E., & Gaskin, A. (2016). Using the early development ınstrument to examine cognitive and non-cognitive school readiness and elementary student achievement. Early Childhood Research Quarterly, 35(2016), 63–75. https://doi.org/10.1016/j.ecresq.2015.10.002
DiPerna, J. C., Lei, P. W., & Reid, E. E. (2007). Kindergarten predictors of mathematical growth in the primary grades: An investigation using the early childhood longitudinal study--kindergarten cohort. Journal of Educational Psychology, 99(2), 369-379. https://doi.org/10.1037/0022-0663.99.2.369
Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27(2), 109-132. Doi: 10.1257/jep.27.2.109
Elliot, L. (2019). Profiles of academic, cognitive and behavioral development from kindergarten to third grade. Science Direct, 70(2019), 109-120. https://doi.org/10.1016/j.lindif.2019.01.010
Elter, Ç. (2021). Investigation of the relationship between school readiness and physical and emotional development of 60-72 month old preschool children. Master's Thesis, Istanbul Gelisim University, Institute of Graduate Education, Istanbul.
Epstein, A. S. (2013). Using technology appropriately in the pre-school classroom. High Scope Extensions. 28(1), 1-16. https://ccie-catalog.s3.amazonaws.com/library/5088801.pdf
Ergül, A. (2007). Adaptation study of Boehm preschool basic concepts test 3 into Turkish for 36-47 month old children (Unpublished master's thesis). Ankara University Institute of Educational Sciences, Ankara.
Erkan, S. (2011). Examining the school readiness of first grade primary school students with different socioeconomic levels. Hacettepe University Faculty of Education Journal, 40(40), 186-197. https://dergipark.org.tr/tr/download/article-file/87360
Ferretti, L. K., & Bub, K. L. (2017). Family routines and school readiness during the transition to kindergarten. Early Education and Development, 28 (1), 59–77. https://doi.org/10.1080/10409289.2016.1195671
Fidell L. S., & Tabachnick B. G. (2003). Preparatory data analysis. In Schinka J. A., Velicer W. F. (Eds.), Handbook of psychology: Research methods in psychology (Vol. 2, pp. 115–141). New York, NY: John Wiley.
Finders, J. K., McClelland, M. M., Geldhof, G. J., Rothwell, D. W., & Hatfield, B. E. (2021). Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills. Early Childhood Research Quarterly, 54, 72–85. https://doi.org/10.1016/j.ecresq.2020.07.008
Fitzpatrick, C., & Pagani, L. S. (2013). Task-oriented kindergarten behavior pays off in later childhood. Journal of Developmental and Behavioral Pediatrics, 34, 94–101. https://doi.org/10.1097/DBP.0b013e31827a3779. Fleer, M. (2021). How conceptual play worlds in preschool settings create new conditions for children’s development during group time. Learning, Culture and Social Interaction, 28, 100438. https://doi.org/10.1016/j.lcsi.2020.100438
Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378–382. https://doi.org/10.1037/h0031619
Fung, W. K., Chung, K. K. H., Lam, I. C. B., & Li, N. X. (2020). Bidirectionality in kindergarten children’s school readiness and emotional regulation. Social Development, 29(3), 801–817. https://doi.org/10.1111/sode.12434
Güzel, N. (2018). Investigation of school readiness levels of students receiving pre-school education. Master's Thesis, Gaziantep University Institute of Educational Sciences, Gaziantep.
Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006) Children’s school readiness in the ELCS-K: Predictions to academic, health, and social outcome in the first grade. Early Childhood Research Quarterly, 21, 431-454. https://doi.org/10.1016/j.ecresq.2006.09.005
Heper, E., Koca, C., Ertan, H., Kale, M., Terek, S., Karabudak, E., & Ertan, H. (2012). Concepts related to sports sciences and historical development of sports. In H. Ertan (Ed.), Introduction to sports sciences (pp. 11–12). Eskişehir: Anadolu University.
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-185. https://doi.org/10.1007/BF02289447
Janus, M., & Offord, D. R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children's school readiness. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 39(1), 1-22. https://doi.org/10.1037/cjbs2007001
Jensen, J. L., Goldstein, J., & Brunetti, B. A. (2021). Kindergarten readiness assessments help identify skill gaps. WestEd.
Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific software international.
Justice, M. L., Jiang, H., Khan, K. S., & Dynia, J. M. (2017). Kindergarten readiness profiles of rural, appalachian children from low-income households. Journal Of Applied Developmental Psychology, 50(2017), 1-14. https://doi.org/10.1016/j.appdev.2017.02.004
Kagan, S. L., Moore, E. K., & Bredekamp, S. (1995). Reconsidering children's early development and learning: Toward common views and vocabulary. 95(3). (Vol. 95, No. 3). National Education Goals Panel. https://eric.ed.gov/?id=ED391576 adresinden erişilmiştir.
Karaman, G., & Aytar, A. G. (2016). Development of the Early Literacy Skills Assessment Tool (EOBDA). Mersin University Faculty of Education Journal, 12(2), 516-541. https://doi.org/10.17860/efd.02080
Kegel, C. A., & Bus, A. G. (2014). Evidence for causal relations between executive functions and alphabetic skills based on longitudinal data. Infant and Child Development, 23(1), 22-35. https://doi.org/10.1002/icd.1827
Kholoptseva, J. (2016). Effects of center-based early childhood education programs on children’s language, literacy, and math skills: A comprehensive meta-analysis. Harvard University.
Kline, T. J. (2005). Psychological testing: A practical approach to design and evaluation. Sage publications.
Kuboja, J. M., & Ngussa, B. M. (2015). Affective learning and cognitive skills improvement: Experience of selected schools in Arusha, Tanzania. International Journal of Academic Research in Progressive Education and Development, 4(2), 38-53. http://dx.doi.org/10.6007/IJARPED/v4-i2/1727
Küçük, Ö. (2016). Investigation of individual and familial factors related to school readiness and language development in children starting school. Master's Thesis, Dokuz Eylül University, Faculty of Medicine, Izmir.
La Paro, K. M., & Pianta, R. C. (2000). Predicting children's competence in the early school years: A meta-analytic review. Review of Educational Research, 70(4), 443-484. https://doi.org/10.3102/00346543070004443
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self‐regulatory and social‐emotional competencies to the table. Child Development Perspectives, 6(2), 105-111. https://doi.org/10.1111/j.1750-8606.2011.00196.x
Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children's early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46(5), 1062-1067. https://doi.org/10.1037/a0020066
Li, X., Atkins, M., & Stanton, B. (2006). Effects of home and school computer use on school readiness and cognitive development among Head Start children: A randomized controlled pilot trial. Merrill-Palmer Quarterly, 52, 239-263. 10.1353/mpq.2006.0010
Lin, H., Lawrence, F. R., & Gorrel, J. (2013). Kindergarten teachers views of children’s readiness for school. Early Childhood Research Quarterly, 18(2003), 225-237. https://doi.org/10.1016/S0885-2006(03)00028-0
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. https://doi.org/10.1177/0022219415618498
Lumaurridlo, H. R., Kistoro, C. A. H., & Putranta, H. (2021). School readiness assessment: study of early childhood educator experience. İlköğretim Online. 20(1). 1-11. https://doi.org/10.17051/ilkonline.2021.01.041
Marsh, H. W., & Hau, K. T. (1996). Assessing goodness of fit: Is parsimony always desirable?. The journal of Experimental Education, 64(4), 364-390. https://doi.org/10.1080/00220973.1996.10806604
Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17(1), 151-176. https://doi.org/10.1207/s15566935eed1701_7
McCarty, A. T. (2016). Child poverty in the United States: A tale of devastation and the promise of hope. Sociology Compass, 10 (7), 623–639. https://doi.org/10.1111/soc4.12386
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young children, 67(3), 14-24. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=1be1d42ffc83f56f72fdbd205952100922d328b2
Mistry, R. S., Benner, A. D., Biesanz, J. C., Clark, S. L., & Howes, C. (2010). Family and social risk, and parental investments during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25 (4), 432–449. https://doi.org/10.1016/j.ecresq.2010.01.002
Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309. https://doi.org/10.1016/j.ecresq.2014.03.002
Morrow, L.M.,&Gambrell, L.B. (2004). Using children's literature in preschool: Comprehending and enjoying books. Newark, DE: International Reading Association.
Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children's social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education and Development, 24(7), 1000-1019. https://doi.org/10.1080/10409289.2013.825565
Oktay, A. (1980). Application of the Metropolitan Readiness Test to children aged (5-6-6;0) from different socioeconomic and cultural environments in Istanbul, Pedagogy Journal, 1, 119–138.
Oktay, A. (2013). Preparation for primary school and primary education programs. Ankara: Pegem Academy Publishing.
Okur, Ş. (2015). The effect of poverty on school readiness of 5 year old children: The mediating role of home environment and parenting. Master's Thesis, Middle East Technical University, Institute of Social Sciences, Ankara.
Özçelik, D. A. (2013). Test preparation guide. Pegem Academy Publishing
Pears, K. C., & Peterson, E. (2018). Recognizing and addressing the effects of early adversity on children’s transitions to kindergarten. In Kindergarten transition and readiness (pp. 163-183). Springer, Cham.
Peterson, J. W., Loeb, S., & Chamberlain, L. J. (2018). The intersection of health and education to address school readiness of all children. Pediatrics, 142(5), 1–18. https://doi.org/10.1542/peds.2018-1126
Polat-Unutkan, Ö. (2003). Development and standardization of the Marmara primary school readiness scale] (Unpublished doctoral dissertation). Marmara University.
Puccioni, J. (2018). Parental beliefs about school readiness, home and school- based involvement, and children’s academic achievement. Journal of Research in Childhood Education, 32 (4), 435–454. https://doi.org/10.1080/02568543.2018.1494065
Rabiner, D. L., Godwin, J., & Dodge, K. A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45(2), 250-267.
Rafouth, M.A. Buchenauer, E.L. Crissman, K.K, & Halko, J.L. (2004). School readiness – preparing children for kindergarten and beyond: information for parents. Master Thesis, Indiana University, Pennsylvania.
Rahmi, K. H., Nadhirah, Y. F., & Rochmah, F. N. (2021). The application of psychology in educational games based on multiple ıntelligences related to ıts role in school maturity. International Journal of Multicultural and Multireligious Understanding, 8(5), 729-737. http://dx.doi.org/10.18415/ijmmu.v8i5.2739
Ramsook, K. A., Welsh, J. A., & Bierman, K. L. (2019). What you say, and how you say it: preschoolers’ growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation. Social Development, 29(3), 783–800. https://doi.org/10.1111/sode.12425
Reedy, J., & Krebs-Smith, S. M. (2010). Dietary sources of energy, solid fats, and added sugars among children and adolescents in the United States. Journal of the American Dietetic Association, 110(10), 1477–1484. https://doi.org/10.1016/j.jada.2010.07.010
Rouse, E., Nicholas, M., & Garner, R. (2020). School readiness–what does this mean? Educators’ perceptions using a cross sector comparison. International Journal of Early Years Education, 31(1), 185-199. https://doi.org/10.1080/09669760.2020.1733938
Sabol, T. J., & Pianta, R. C. (2017). The state of young children in the United States: School readiness. The Wiley handbook of early childhood development programs, Practices, and Policies, 10(3), 3–17. https://doi.org/10.1002/9781118937334.ch1
Sak, R., & Yorgun, E. (2020). Validity and reliability analysis of developmental primary school readiness scale. Iğdır University Journal of Social Sciences, (24), 495-526. https://dergipark.org.tr/en/download/article-file/2154519
Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.
Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630-634. https://doi.org/10.1177/003172170909000905
Snow, K. L. (2006). Measuring school readiness: conceptual and practical considerations. Early Education and Development, 17, 7-41. https://doi.org/10.1207/s15566935eed1701_2
Suntheimer, N. M., & Wolf, S. (2020). Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children. Journal of School Psychology, 78, 23-37. https://doi.org/10.1016/j.jsp.2019.11.005
Taylor, M. E., & Boyer, W. (2019). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127–133. 10.1007/s10643-019-00989-7
Turan, E. (2018). Investigation of the relationship between the school readiness levels of 60-84 month old children receiving preschool education and the participation levels of fathers. Master's Thesis, Maltepe University Institute of Social Sciences, Istanbul.
Uğurtay Üstünel, A. (2007). Validity and reliability study of the revised form of the Bracken basic concept scale. Unpublished master's thesis). Gazi University/Institute of Educational Sciences, Ankara.
Ulubeli, S. (2019). The relationship between quality and school maturity in pre-school education. Master's Thesis, Aydın Adnan Menderes University, Institute of Social Sciences, Aydın.
Umec, L. M., Kranjc, S., Fekonja, U., & Bajc, K. (2008). The effect of preschool on children’s school readiness. Early Child Development and Care, 178(6), 569-588. https://doi.org/10.1080/03004430600851280
Yurdugül, H. (2005). Using content validity indexes for content validity in scale development studies. XIV. National Educational Sciences Congress, 1, 771-774.
Ziv, Y. (2013). Social information processing patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114(2), 306-320. https://doi.org/10.1016/j.jecp.2012.08.009

Ayrıntılar

Birincil Dil

Türkçe

Konular

Okul Öncesi Eğitim

Bölüm

Araştırma Makalesi

Yazarlar

Mihriban Özcan ^*
0000-0001-6109-0132
Türkiye

Adalet Kandır
0000-0002-9917-2587
Türkiye

Yayımlanma Tarihi

15 Nisan 2026

Gönderilme Tarihi

28 Mart 2025

Kabul Tarihi

13 Mart 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 15 Sayı: 1

DOI

https://doi.org/10.30703/cije.1666485

IZ

https://izlik.org/JA97YY65MF

Kaynak Göster

RIS / Bibtex

APA

Özcan, M., & Kandır, A. (2026). Okul Olgunluğu Değerlendirme Aracı’nın Geliştirilmesi ve Psikometrik Özellikleri. Cumhuriyet Uluslararası Eğitim Dergisi, 15(1), 106-130. https://doi.org/10.30703/cije.1666485