The Effect of the Values Education Programme on 5.5-6 Year old Children’s Social Development: Social Skills, Psycho-social Development and Social Problem Solving Skills

Abstract

The aim of this study was to examine the effect of the Values Education Programme (developed for preschool children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending preschool. The Values Education Programme was applied in the experimental group of 33 students, with session time lasting 30 minutes in each 11 week session. In this research the following was used in order to measure the dependent variables: Family Registration Form, Values Education Programme Assessment Interview developed by the researcher, Social Skills Evaluation Scale, Psycho-social Behaviour Scale for Preschool Children (developed by the Turkish Psychology Association Committee on Preschool), and the Wally Child Social Problem-Solving Detective Game Test. In the analysis process, descriptive statistics, t-test for independent groups, pairedsamples t-test, frequencies, descriptive statistics, and typology analysis techniques were used. At the end of the values education programme, it was seen that the experimental group's social skills, psycho-social development, and social problem solving skills points rose from the pre-test towards the post-test and, that it increased at a significant pace compared to the control group's social skills, psycho-social development and social problem solving skills points. Also, after completing the three month training programme, it was found that there were no significant differences between the points of the experimental group's and control group's pre-test retention test. Conversely, parents indicate that values education program increased children's appropriate behaviours and decreased undesired the behaviours of children.

Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

“…The pooled sample characteristics for all studies and the characteristics within each domain of social-emotional functioning are provided in Table 1 and detailed further in eTable 1 in the Supplement . 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 90 ...…”

“…We found variability in study quality. Twelve studies 41 , 44 , 54 , 67 , 73 , 76 , 82 , 83 , 87 , 106 , 109 , 111 (16.0%) were rated as high quality; 33 studies 37 , 40 , 45 , 46 , 47 , 48 , 50 , 56 , 57 , 58 , 59 , 60 , 63 , 64 , 66 , 74 , 78 , 80 , 85 , 86 , 90 , 91 , 92 , 93 , 96 , 97 , 99 , 103 , 104 , 105 , 108 , 110 , 112 (44.0%), moderate quality; and 30 studies 34 , 36 , 38 , 39 , 42 , 43 , 49 , 51 , 52 , 53 , 55 , 61 , 62 , 65 ,…”

“…We found variability in study quality. Twelve studies 41,44,54,67,73,76,82,83,87,106,109,111 (16.0%) were rated as high quality; 33 studies 37,40,45,46,47,48,50,56,57,58,59,60,63,64,66,74,78,80,85,86,90,91,92,93,96,97,99,103,104,105,108,110,112 (44.0%), moderate quality; and 30 studies 34,36,38,39,42,43,49,51,52,53,55,61,62,65,68,69,71,72,75,79,84,88,89,94,95,98,100,101,102,107 (40.0%), poor quality. Four non-English studies 35,70,77,81 were...…”

Wskaźnik edukacyjny oraz poziom rozwoju społecznego jako tło wyników egzaminacyjnych na poziomie gimnazjalnym i ponadgimnazjalnym

“…Takim przykładem jest Values Education Programme z Turcji. Chociaż zauważono różnice w formie wzrostu umiejętności przed i po testach, to mimo 3-miesięcznego programu nie zauważono wyraźnej różnicy pomiędzy grupą eksperymentalną i grupą kontrolną (Dereli-Iman, 2014). Może to świadczyć o potrzebie dłuższej pracy z dziećmi.…”

Ben Sorun Çözebilirim (BSÇ) Programının Etkililiği: Okul Öncesi Dönemi Çocukları Üzerinde Deneysel Bir Araştırma

“…It is inevitable that the children who live in interaction with their peers in preschool period experience satisfactory events as well as facing problems. According to Piaget (1983), interpersonal problems contribute to the development of children in terms of understanding others' thoughts and moving away from egocentrism (Dereli İman, 2014). However, children often solve their problems with ineffective methods.…”