A Study on the Effect of the Social Skill Education on the Academic Self Respect and Problem Solving Skills of the Pre-School Children

Abstract

The study was conducted to determine the effect of the Social Skills Education Program applied to the preschool children in the ages of 48 to 60 months on their academic self-respect and problem solving skills. The study had a single group with the pretest-posttest experimental model. The study group consisted of 16 preschool children in the ages of 48 to 60 months. Since there was no other group with equivalent qualities as the experiment group, the study was planned in a single group experimental model. "Personal Information Form, Interpersonal Problem Solving Scale and Academic Self Respect Scale were used as the data collection tools. In the study, Social Skill Education Program was applied to the children for two days a week during 14 weeks. The problem solving and academic self-respect levels of children were measured before and after the program. As a result of the analyses, a significant difference (p<0.05) was determined in favor of posttest between the scores of children before and after the Social Skill Education Program. Upon the permanence test, it was concluded that the Social Skill Education Program was permanent.

A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

“…This is a study that children can use their thinking skills in an environment where schematic organizers (fishbone, brainstorm, and flowchart) are presented with the support of ICT. It has been observed in the studies that problem solving education in preschool improves children's problem solving skills (Alnıak & Dinçer, 2005;Özbey & Köyceğiz, 2020) and that children's thinking skills (algorithmic thinking, geometric thinking, problem solving) develop in ICT supported learning environments (Fessakis et al, 2013;Keren & Fridin, 2014;Liu et al, 2013;Maryam, Sören & Guilla, 2020). Preschool teachers believe and emphasize that using Web Technologies improve student learning, communication and sharing with parents (Alkhayat, Ernest & LaChenaye, 2020).…”

Multiple Intelligence’s and Computational Thinking

“…In recent years, there has been an increased effort to introduce coding and computational thinking in early childhood education (Bers, 2018;Özbey & Köyceğiz, 2020;Papadakis, 2020;Wakil, Khdir, Sabir, & Nawzad, 2019). Learning to code involves children in new ways of thinking that some researchers have called computational thinking (Barr & Stephenson, 2011; International Society for Technological Education and the Computer Science Teachers Association, 2011; Wing, 2006).…”

The Effect of Material Supported Cooperative Mathematics Workshops on Problem Solving Skills of 60-72 Months-Old Children

“…Bir çocuk dünyaya gözünü açtığı andan itibaren çevresini gözlemlemeye başlayarak gördüğü, öğrendiği her şeyi zihnine kaydetmektedir. Okul öncesi olarak tanımlanan bu dönemde çocuklar çok hızlı bir öğrenme, değişim ve gelişim sergilemektedir (Lightfoot, Cole, & Cole, 2012;Özbey & Köyceğiz-Gözeler, 2020). Matematikle ilgili ilk bilgileri algılamaya, nesnelerin farklı özelliklerini ve boyutlarını karşılaştırmaya, miktarlarını algılamaya yönelmektedir.…”

“…Bilişsel gelişim için okul öncesi dönemin çok önemli olduğu bilinmektedir. Bu nedenle de problem çözme becerilerinin erken çocukluk döneminden itibaren kazandırılması gerekmektedir (Özbey & Köyceğiz-Gözeler, 2020;Tonga & Tantekin-Erden, 2020). Çocuklar karşılaştıkları problem durumlarıyla baş etmeyi ve çözüm üretmeyi başardıkça kendilerine ilişkin öz-güvenleri ve öz-yeterlikleri de gelişmeye başlamaktadır (Aydoğan, 2012).…”