Okul Öncesi Dönem Çocuklarına Yönelik Dinleme Becerilerini Değerlendirme Ölçeğinin Geliştirilmesi

Coşkun, Lütfiye; Özkan, Yeşim Özer

doi:10.23863/kalem.2017.52

Cited by 5 publications

(6 citation statements)

References 16 publications

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“…A simple random sampling method was applied to choose the participants. In this research, Assessment Scale for Preschoolers' Listening Skills (Özer Özkan & Coşkun, 2015) and Assessment Scale for Preschoolers' Social Skills (Ömeroğlu et.al., 2014) were used as data collection tools. First, the necessary permissions for the research were obtained in data collection process.…”

Section: Methodsmentioning

confidence: 99%

“…Bu araştırmada Okul Öncesi Dönem Çocuklarına Yönelik Dinleme Becerilerini Değerlendirme Ölçeği (Özer Özkan veCoşkun, 2015) ve Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği(Ömeroğlu vd., 2014) veri toplama araçları kullanılmıştır. Okul Öncesi Dönem Çocuklarına Yönelik Dinleme Becerilerini Değerlendirme Ölçeği (DBÖ): Ölçek Özer Özkan ve Coşkun tarafından (2015) geliştirilmiştir.…”

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Investigation of the Relationship Between Listening Skills and Social Skills of 48-60 Month-Old Children

Polat

Aydin

2021

Eğitimde Kuram Ve Uygulama

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Section: Methodsmentioning

confidence: 99%

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Investigation of the Relationship Between Listening Skills and Social Skills of 48-60 Month-Old Children

Polat

Aydin

2021

Eğitimde Kuram Ve Uygulama

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“…Dil gelişim alanına yönelik kazanımlar dinleme, okuma, yazma ve konuşma becerilerini temel almaktadır (Sildir, Sümer, 2017) . Özer Özkan ve Coşkun (2015) , okul öncesi dönemde dinleme becerisinin temellerinin atıldığını, çocuğun kaliteli bir okul öncesi eğitim ile desteklenerek ilkokula hazır geleceğini belirtmektedir. Çakmak ve Yılmaz (2009), okul öncesi dönemde okuma becerisinin kazanılmasında, aile, sosyal çevre ve okul öncesi eğitim kurumlarında verilen eğitimin etkisi olduğunu ifade etmektedir.…”

Section: öZetunclassified

Okul Öncesi̇ Dönem Di̇l Geli̇şi̇mi̇ Bağlaminda Balkan Ülkeleri̇ Ve Türki̇ye Okul Öncesi̇ Eği̇ti̇m Programlarinin Di̇l Geli̇şi̇m Alanlarina Bakiş

Erişen¹,

ELLEZ²,

KAYA³

2022

diyalektolog

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The current location of Balkan geography is located in the south of Europe, at a point of strategic geopolitical importance connecting the European continent to Asia. In this geography, different peoples have lived together throughout history. Thus, they affect each other culturally and are affected by each other. Language is one of the most effective tools that play a role in cultural interaction. While the researchers emphasize the importance of the first ten years in language acquisition and development, they also point out that preschool education is critical. This research aims to reveal the similarities and differences by examining the language learning area in the preschool education programs of the Balkan countries (Albania, Bosnia-Herzegovina, Kosovo, North Macedonia) and Turkey in the context of language teaching. The research was structured with the document analysis method. First, the preschool education programs of the Balkan countries and Turkey were accessed from the relevant ministries' websites and translated into Turkish. Later, the documents were examined regarding language development areas, learning outcomes, practices and evaluation method techniques. As a result, it has been determined that there are 105 learning outcomes/indicators in Albania, 179 in Bosnia and Herzegovina, 163 in North Macedonia, and 63 in Turkey in terms of curricula in language development areas. In addition, it has been observed that language activities such as reading books, making animations, creating book centers, and question-answer activities are included in the programs. Furthermore, it has been determined that observation procedures are included, and portfolio applications are used in the evaluation of acquisitions in language development areas. As a result of the research, it was concluded that the language development areas of the preschool education programs of the Balkan countries and Turkey are similarly structured according to reading, listening, writing, and speaking skills and that the language activities examples and materials, as well as the evaluation methods and techniques, are similar. Along with the research, it has been suggested that the developmental characteristics of children should structure the distribution of learning outcomes in the field of language development, and those language activities should be enriched and carried out interestingly.

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“…The scale was developed by Özer Özkan and Coşkun (2015) to evaluate the listening skill of the children. The validity and reliability study of the scale was conducted on 240 children.…”

Section: Listening Skill Evaluation Scalementioning

confidence: 99%

“…The sample of the study wascomprised of 429 children attending kindergarten and nursery classin the central districts of Eskisehir and Usak. The data collection tool used in the research was "The Scale for the Evaluation of Preschool Children's Listening Skill" developed by Özer Özkan and Coşkun (2015). The listening skill of the children were analyzed according to child's age, gender, birth order, number of siblings, school attendance time, and age, education and employment of the parents.…”

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confidence: 99%

Analysis of Preschool Period Children's Listening Skill According to Some Variables

Bay¹,

Şeker

2020

WJE

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This research was carried out to determine the listening skill of the children attending pre-school education institutions and to analyze them according to some socio-demographic variables. The research was carried out in the general survey model, one of the quantitative research methods. The sample of the study wascomprised of 429 children attending kindergarten and nursery classin the central districts of Eskisehir and Usak. The data collection tool used in the research was “The Scale for the Evaluation of Preschool Children’s Listening Skill” developed by Özer Özkan and Coşkun (2015). The listening skill of the children were analyzed according to child's age, gender, birth order, number of siblings, school attendance time, and age, education and employment of the parents. The listening skill scores of the children participating in the research were found to be high. It was found that the scale did not differ significantly according to gender, birth order, school attendance time, education level and employment status of the parents, however, it differed according to the age of the child and the age of the parents.Findings obtained from the research were discussed in line with the related literature and suggestions were submitted.

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Okul Öncesi Dönem Çocuklarına Yönelik Dinleme Becerilerini Değerlendirme Ölçeğinin Geliştirilmesi

Cited by 5 publications

References 16 publications

Investigation of the Relationship Between Listening Skills and Social Skills of 48-60 Month-Old Children

Investigation of the Relationship Between Listening Skills and Social Skills of 48-60 Month-Old Children

Okul Öncesi̇ Dönem Di̇l Geli̇şi̇mi̇ Bağlaminda Balkan Ülkeleri̇ Ve Türki̇ye Okul Öncesi̇ Eği̇ti̇m Programlarinin Di̇l Geli̇şi̇m Alanlarina Bakiş

Analysis of Preschool Period Children's Listening Skill According to Some Variables

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