Effect of Parental Interest on the Self-Regulation Ability of Preschool Children
Abstract
This study was conducted to examine the effect of parental attention on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education. For this purpose, an example of a training program to improve parental interest was prepared for the parents of the children participating in the study. The study group consisted of 40 children who attended an independent kindergarten affiliated to the Ministry of National Education in Nilüfer District of Bursa Province in the 2019–2020 academic year and their mothers (40) and fathers (40), totaling 120 people. The “Parental Interest Scale for Children” and the “Preschool Self-Regulation Scale (OÖDÖ)” have been used as data collection tools. In addition, the “General Information Form” was used to obtain information from the participants. The obtained data were analyzed with ’Statistical Package for Social Science (SPSS)’26 package program. In light of the findings; it was seen that parental attention has an effect on the self-regulation ability of children aged between 48 and66 months who have just started their preschool education, and this positively observed effect is due to an increase in parental interest. As a result, when the correlation test analyzes between parental interest scores and self-regulation skill scores are considered. Parental interest has a positive effect on the self-regulation skills of 48-66-month-old boys and girls who have just started preschool education. Training aimed at improving parental interest is effective in achieving this.
Full Text:
PDFReferences
Acar Şengül, E. & Yükselen, A. İ. (2015). Bebeklikte sosyal ve duygusal gelişim [Social and emotional development in infancy]. F. Turan & A. İ. Yükselen (Ed.), Çocuk gelişimi 1 bebeklik döneminde gelişim içinde [Child development 1 in development during infancy] (s. 90-112). Ankara: Hedef Basın Yayın.
AÇEV. (2017). Türkiye'de babalığı anlamak serisi-ı: Türkiye'de ilgili babalık ve belirleyicileri ana raporu.[Understanding fatherhood in Turkey series-I: Involved fatherhood and determinants main report]. İstanbul.https://www.acev.org/wp-content/uploads/2018/01/BabalikArastirmasiAnaRapor.16.10.17.web_.pdf
Adagideli, F. H. (2018). Okul öncesi çocuklarının ilkokula hazır bulunuşluklarının yordayıcısı olarak öz-düzenleme becerilerinin incelenmesi [Investigation of self-regulatory abilities as predictors of preschool children's school readiness]. (Publication No. 503195) [Doctoral dissertation, Marmara University]. https://tez.yok.gov.tr
Adagideli, F. H., Saraç, S., & Ader, E. (2015). Assessing preschool teachers' practices to promote self-regulated learning. International Electronic Journal of Elementary Education, 7(3), 423–440. https://www.researchgate.net/publication/279767460_Assessing_Preschool_Teachers'_Practices_to_Promote_Self-Regulated_Learning
Altan, Ö. (2006). The effects of maternal socialization and temperament on children’s emotion regulation. (Publication No. 190629) [Master's thesis, Koç University]. https://tez.yok.gov.tr
Akdağ, F. (2015). Çocukta beyin gelişimi ve erken müdahale. [Brain development and early intervention in the child]. Hacettepe University Faculty of Health Sciences Journal, 1(2), 97-100. https://dergipark.org.tr/en/pub/husbfd/issue/7893/103876
Başal, H. A. (2005). Okul öncesi eğitiminin ilke ve yöntemleri [Principles and methods of pre-school education]. Morpa Kültür Yayınları.
Başal, H. A. (2014). Eğitim psikolojisi ders notları [Education psychology lecture notes]. Bursa Uludağ University.
Bayındır, D. (2016). 48-72 aylık çocuklar için öz düzenleme becerileri ölçeği’nin geliştirilmesi ve çocukların öz düzenleme beceri düzeyleri ile annelerine bağlanma biçimleri, annelerin ebeveyn davranışları ve psikolojik sağlıkları arasındaki ilişkinin incelenmesi [Development of the self-regulation skills scale for 48-72 months old children and the investigation of the relationship between the level of self regulation skills of preschoolers and attachment security, maternal parenting behaviors and maternal psychological well-being]. (Publication No. 437082) [Doctoral dissertation, Marmara University]. https://tez.yok.gov.tr
Bedel, F. (2017). Anne eğitimi programının özel gereksinimli çocukların annelerinin çocuk yetiştirme tutumlarına ve çocuklarıyla ilişkisine etkisinin incelenmesi [The effect of mother training programme on child rearing attitudes and mother-child relationship among mothers of children with special needs]. (Publication No. 493062) [Master’s thesis, Selçuk University]. https://tez.yok.gov.tr
Bridge, H. (2001). Increasing parental involvement in the preschool curriculum: What an action research case study revealed. International Journal of Early years Education, 9(1), 5-21. https://doi.org/10.1080/09669760120044150
Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. Guilford.
Bolat, Y. E. (2011). Anne baba eğitiminin beş–altı yaş çocuğa sahip anne babaların çocuk yetiştirme tutum ve davranışlarına etkisinin incelenmesi [A study on the effect of parent education on child rearing behaviours and way of behaving of parents who have five and six years old children]. (Publication No. 300135) [Doctoral dissertation, Ankara University]. https://tez.yok.gov.tr
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods] (9th ed.). Pegem Akademi.
Calkins, S. D. & Fox, N. A. (2002). Self-regulatory processes in early personality development: A multilevel approach to the study of childhood social withdrawal and aggression. Development and Psychopathology, 14(3), 477-498. https://doi.org/10.1017/S095457940200305X
Coyl-Shepherd D. D. & Newland, A. L. (2012). Mothers’ and fathers’ couple and family contextual influences, parent involvement, and school-age child attachment. Early Child Development and Care, 82, 553-569. https://doi.org/10.1080/03004430.2012.711599
Cücelloğlu, D. (2021). Geliştiren Anne-Baba (40th ed.). [Developing Parents]. Kronik Kitap.
De Bellis, M. D. (2001). Developmental traumatology: The psychobiological development of maltreated children and implication for research, treatment and policy. Development and Psychopathology, 3, 539–564. https://doi.org/10.1017/S0954579401003078
Derman, M. T. & Başal, A. (2013). Okulöncesi çocuklarında gözlenen davranış problemleri ile ebeveynlerinin anne-baba tutumları arasındaki ilişki [Relation between behavioral problems observed in preschool children and parental attitudes of families]. Amasya University Faculty of Educational Journal, 2(1), 115-144. https://dergipark.org.tr/tr/pub/amauefd/issue/1728/21177
Dinç, B. (2010). Okulöncesi eğitimden ilköğretime geçiş ve okul olgunluğu. İlköğretime hazırlık ve ilköğretim programları [Transition from preschool to primary education and school maturity. Primary education preparatory and primary education programs]. F. Alisinanoglu (Ed). (1st ed.). Fastbook.
Eke, K. (2017). Okul öncesi dönemdeki çocukların öz düzenleme becerileri ile anne-baba tutumları arasındaki ilişkinin incelenmesi [Examining the relationship between preschool children’s self-regulation skills and parental attitudes]. International Congress Of Eurasian Social Sciences, 8(8), 273-287. https://www.researchgate.net/publication/344413043_Okul_Oncesi_Donemdeki_Cocuklarin_Oz_Duzenleme_Becerileri_ile_Anne-Baba_Tutumlari_Arasindaki_Iliskinin_Incelenmesi_Examining_the_Relationship_Between_Preschool_Children's_Self_Regulation_Skills_and_Par
Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., Murpy, B.C., Losoya, S. H. ve Guthrie, I. K. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72 (4), 1112-1134. https://doi.org/10.1111/1467-8624.00337
Fan, X. T. & Chen, M. (2001). Parental involvement and students’ academic achievement: A metaanalysis. Educational Psychology Review, 13, 1-22. https://doi.org/10.1023/A:1009048817385
Flouri, E. (2006). Parental interest in children’s education, children’s self-esteem and locus of control, and later educational attainment: Twenty-six year follow-up of the 1970 British birth cohort. British Journal of Educational Psychology, 76, 41-55. https://doi.org/10.1348/000709905X52508
Fındık Tanrıbuyurdu, E. (2012). Okul öncesi öz düzenleme ölçeği geçerlik ve güvenirlik çalışması [Validity and realibility study of preschool self-regulation assessment]. (Publication No. 314894) [Master’s thesis, Hacettepe University]. https://tez.yok.gov.tr
Fındık Tanrıbuyurdu, E. & Güler Yıldız, T. (2014). Okul Öncesi Dönem Öz-Düzenleme Ölçeği (OÖDÖ): Türkiye Uyarlama Çalışması. [Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey]. Journal of Education and Science, 39(176), 317-328. http://dx.doi.org/10.15390/EB.2014.3647
Gunderson, T. (2004). The use of stres management in combination with parent training:an ıntervention study wth parents of preschool children. [Unpublished doctoral dissertation]. Utah State University.
Hill, N. E. & Craft, S. A. (2003). Parent–school involvement and school performance: mediated pathways among socioeconomically comparable African American and Euro-American Families. Journal of Educational Psychology, 95(1), 74-83. https://doi.org/10.1037/0022-0663.95.1.74
Jeynes W. H. (2011). Parental involvement research: moving to the next level. The School Communıty Journal, 21(1), 9-18.
Karasar, N. (2016). Bilimsel araştırma yöntemi [Scientific research method]. (31st ed.). Ankara: Nobel Akademik Yayıncılık
Kaya, Ö. M. (2002). Okul öncesi eğitim kurumlarında uygulanan programlara ailelerin ilgi ve katılımları ile okul öncesi eğitim kurumlarının aile eğitimine katkısı konusunda anne-baba görüşleri [Family interestand contribution to the programs applied in pre-school education institutions and the opinions of parents about the contribution of pre-school education instıtutions to the parents education]. [Unpublished master’s thesis]. Anadolu University.
Kim, E. (2002). The relationship between parental involvement and children’s educational achievement in the Korean immigrant family. Journal of Comparative Family Studies, 33, 529–543. https://doi.org/10.3138/jcfs.33.4.529
Kopp, C. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199-214. https://doi.org/10.1037/0012-1649.18.2.199
Landy, S. & Menna, R. (2006). An evaluation of a group ıntervention for parents with aggressive young children: Improvements in child functioning, maternal confidence, parenting knowledge and attitudes. Early Child Development and Care, 176(6), 605-620. https://doi.org/10.1080/03004430500147425
Loomis, A. M. (2021). The influence of early adversity on self-regulation and student-teacher relationships in preschool. Early Childhood Research Quarterly, 54(3), 294–306. https://doi.org/10.1016/j.ecresq.2020.10.004
McClelland, M. M. & Tominey, S. L. (2011). Introduction to special issue on self-regulation in early childhood. Early Education and Development, 22(3), 355-359. https://doi.org/10.1080/10409289.2011.574265
Metin, İ. (2010). The effects of dispositional anger, effortful control and maternal responsiveness on turkish preschoolers’ emotion regulation. (Publication No. 264856) [Master’s thesis, Koç University]. https://tez.yok.gov.tr
Nelson, C. A. & Bloom, F. E. (1997). Child development and neuroscience. Child Development, 68, 970–987. https://doi.org/10.2307/1132045
Polnariev, B. A. (2006). Dynamics of preschoolers self-regulation: viewed through the lens of conflict resolution strategies during peer free-play. [Doctoral dissertation, The City University of New York] Available from ProQuest Information and Learning Company. (UMI No. 3241978).
Smith-Donald, R., Raver, C.C., Hayes, T. & Richardson, B. (2007). Preliminary construct and concurrent validity of preschool self-regulation assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187. https://doi.org/10.1016/j.ecresq.2007.01.002
Smith, J., Wohlstetter, P., Kuzin, C. A. & De Pedro, K., (2011). Parent involvement in urban charter schools: New strategies for increasing participation. The School Community Journal, 21(1), 71-94. https://files.eric.ed.gov/fulltext/EJ932201.pdf
Sop, A. (2016). Ebeveyn tutumları, davranış problemleri ve okula hazır bulunuşluk arasındaki ilişkinin öz düzenlemenin aracılık etkisi ile incelenmesi [Analyzing the relationship between parenting styles, behavior problems and school readiness through mediatory effect of self-regulation]. (Publication No. 446897) [Doctoral dissertation, Hacettepe University]. https://tez.yok.gov.tr
Sucuoğlu, H., Özkal, N., Yıldız Demirtaş, V. & Güzeller, C. O. (2015). Çocuğa yönelik anne-baba ilgisi ölçeğinin geliştirme çalışması [Development of parental involvement towards children scale]. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 15(1), 242-263. https://doi.org/10.17240/aibuefd.2015.15.1-5000128605
Taşkın, N. & Erkan, S. (2009). Babalara verilen eğitimin babaların çocuklarıyla ilgilenmelerine etkisi: deneysel bir çalışma [The ınfluence of father educatıon programs on the levels of father ınvolvement wıth chıldren: an experımental study]. Hacettepe University Journal of Education, 37, 136-148. http://www.efdergi.hacettepe.edu.tr/shw_artcl-497.html
Tutkun, C., Tezel Şahin, F. & Işıktekiner, S. (2016). Dört-beş yaş çocuklarının öz düzenleme becerilerinin incelenmesi [Self-regulation of four- to five-year-olds examination of skills]. Ö. Demirel & S. Dinçer (Ed.), Eğitim bilimlerinde yenilikler ve nitelik arayışı içinde [Educational Sciences in search of innovation and quality] (ss. 459–473). Pegem Akademi.
Vardar, İ. (2015). İlkokullarda anne ve baba ilgisinin çocukların başarısı üzerine etkisinin incelenmesi [The effect of parental interest on children's success in primary schools examination]. [Unpublished master’s thesis]. Dokuz Eylül University.
Williams, K. E. (2014). Self-regulatıon from bırth to age seven: assocıatıons wıth maternal mental health, parentıng, and socıal, emotıonal and behavıoural outcomes for chıldren [Unpublished master’s thesis]. Quennslad University.
Wilson, K., R. & Prior, M. R (2011). Father involvement and child well-being. Journal of Paediatrics and Child Health, 47(7), 405–407. https://doi.org/10.1111/j.1440-1754.2010.01770.x
DOI: https://doi.org/10.51383/ijonmes.2023.306
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 http://creativecommons.org/licenses/by/4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.