COMPARING THE EXECUTIVE FUNCTION SKILLS OF TURKISH AND REFUGEE PRESCHOOL CHILDREN: FLEXIBLE ITEM SELECTION TASK (FIST) / OKUL ÖNCESİ DÖNEMDEKİ TÜRK VE MÜLTECİ ÇOCUKLARIN YÜRÜTÜCÜ İŞLEV BECERİLERİNİN KARŞILAŞTIRILMASI: NESNE SEÇİMİNDE ESNEKLİK GÖREVİ (NSEG)

Nuran Tuncer

Abstract


Executive function skills constitute an important basis for learning and adaptation in early childhood. The executive function skills can easily improve in children who uses good practices in preschool. These skills are especially important because they help children overcome all complex tasks required to manage themselves. The aim of the present study was to examine abstraction and cognitive flexibility components, which are important components of executive functions, in 4-6-year-old Turkish children and refugee children attending kindergarten and nursery school using Flexible Item Selection Task (FIST). In addition, the research aimed to compare the abstraction and cognitive flexibility according to gender and age variables using three different sections: Turkish students attending kindergarten, Turkish students attending nursery school and refugee children attending nursery school. The study was a survey type of quantitative research, and a cross-sectional survey approach was used. The participants were 99 Turkish and refugee children who were 4-6-year-old and attended kindergarten and nursery schools in central town of a province in Turkey. The schools where 48-60-month-old children are taught are called kindergarten in Turkey while the schools for 61-72-month-olds are called nursery schools. The study included one kindergarten and two nursery schools. These schools are located in the city center, long distances from each other and in different neighborhoods. The Turkish children in the study were both kindergarten and nursery school children whereas refugee children were only nursery school children who attended to the nursery school together with Turkish children. Children were evaluated by their class-gender and class-age combinations. There were 16 Turkish boys and 16 Turkish girls attending kindergarten, 17 Turkish boys and 19 Turkish girls attending nursery school, and 16 refugee boys and 15 refugee girls attending nursery school. In terms of class-age combinations, there were 15 Turkish students in kindergarten, 16 Turkish students in nursery school and 16 refugee students in nursery school in 48-60-month age group while 61-72 months age group had 17 Turkish students in kindergarten, 20 Turkish students in nursery school and 15 refugee students in nursery school. Flexible Item Selection Task (FIST) was used as the data collection tool in the study. The implementation of the measuring tool was carried out individually with each child by the researcher and took about 10 minutes. The results of the study revealed that there was no significant difference among Turkish kindergarten, nursery school and refugee children nursery school groups for abstraction scores based on gender and age groups. However, a significant difference was found between Turkish and refugee children for the cognitive flexibility scores. While the gender and age groups of Turkish and refugee children attending kindergarten had no significant differences for the abstraction component, there was a significant difference between gender and age groups for cognitive flexibility scores. For a more detailed analysis, studies dealing with high-level cognitive skills and working memory, one of the components of executive functions, are needed.

Yürütücü işlev becerileri erken çocukluk yıllarında öğrenme ve uyum için önemli bir temel oluşturmaktadır. Okul öncesi dönemde iyi uygulamalarla pratik yapan çocukların yürütücü işlev becerileri kolayca gelişebilmektedir. Bu beceriler çocukların özellikle kendilerini yönetebilmelerini gerektiren tüm karmaşık görevleri üstesinden gelmesine yardımcı olacağı için önemlidir. Bu çalışmanın amacı anaokulu ve anasınıfına devam eden 4-6 yaş Türk çocuklarla mülteci çocukların yürütücü işlevlerin önemli bileşenlerinden olan soyutlama becerisi ve bilişsel esnekliği, Nesne Seçiminde Esneklik Görevi (NSEG) kullanarak incelemektir. Aynı zamanda araştırmada 4-6 yaş çocukları anaokulu, anasınıfı ve mülteci çocuklar olmak üzere üç farklı kesit alınarak cinsiyet ve yaş değişkenlerine göre soyutlama becerisi ve bilişsel esnekliği karşılaştırmak amaçlanmıştır. Araştırma nicel araştırma modellerinden tarama modeli niteliğindedir. Tarama modellerinden kesitsel tarama modeli olarak tanımlanmaktadır. Araştırmada 4-6 yaş arasındaki Türk ve mülteci çocukların yürütücü işlevlerinin karşılaştırılması örneklemindeki katılımcılar Türkiye'nin bir şehir merkezinde bulunan anaokulu ve anasınıfına devam eden Türk ve mülteci çocuklardan oluşmaktadır. Katılımcılar Türkiye'de bir il merkezinde bulunan anaokulu ve anasınıfına giden 4-6 yaşlarındaki 99 Türk ve mülteci çocuktu. Türkiye'de 48-60 aylık çocukların eğitim gördüğü okullara anaokulu, 61-72 aylık çocukların ait okullara ise anasınıfı adı verilmektedir. Çalışmada bir anaokulu ve iki anasınıfı içeriyordu. Bu okullar şehir merkezinde, birbirinden uzun mesafelerde ve farklı mahallelerde yer alıyordu. Çalışmaya katılan Türk çocukları hem anaokulu hem de anasınıfı çocukları iken, mülteci çocukları sadece, Türk çocuklarla birlikte anasınıfına giden çocuklar. Çocuklar sınıf-cinsiyet ve sınıf-yaş kombinasyonları şeklinde değerlendirildi. Çalışma, anaokuluna giden 16 Türk erkek ve 16 Türk kızı, anasınıfına giden 17 Türk erkek ve 19 Türk kızı, anasınıfına giden 16 mülteci erkek ve 15 mülteci kızı içeriyordu. Sınıf-yaş kombinasyonları olarak, 48-60 ay yaş grubunda, anaokuluna giden 15 Türk öğrenci, anasınıfına giden 16 Türk öğrenci ve anasınıfına giden 16 mülteci öğrenci varken, 61-72 ay yaş grubunda, anaokuluna giden 17 Türk öğrenci, anasınıfına giden 20 Türk öğrenci ve anasınıfına giden 15 mülteci öğrenci bulunuyordu. Çalışmada veri toplama aracı olarak Nesne Seçiminde Esneklik Görevi ölçeği kullanılmıştır. Ölçüm aracının uygulanması her çocuk için araştırmacı tarafından bireysel olarak gerçekleştirilmiş ve yaklaşık 10 dakika sürmüştür. Toplamda çalışma grubu olarak belirlenen 99 okulöncesi dönemi çocuğu ile araştırma yürütülmüştür. Çalışmada veri toplama aracı olarak Flexible Item Selection Task (FIST) aracı kullanılmıştır. Yaklaşık 10 dakika süren ölçme aracının uygulanması araştırmacı tarafından her bir çocukla bireysel olarak yapılmıştır. Çalışmanın sonunda, çalışmaya katılan okulöncesi çocuklarının bulunduğu Türk anaokulu anasınıfı ve mülteci çocuk gruplarına göre soyutlama becerileri puanlarında, yaşa ve cinsiyete göre anlamlı bir farklılık olmadığı görülmüştür. Buna karşılık Türk ve mülteci çocukların bilişsel esneklik puanları arasında anlamlı bir farklılık bulunmuştur. Bunun yanında, anaokuluna devam eden Türk ve mülteci çocukların cinsiyetlerine ve yaşlarına göre soyutlama becerilerinde anlamlı bir farklılığa rastlanmazken, bilişsel esneklik puanları arasında cinsiyet ve yaşa göre anlamlı bir farklılık olduğu tespit edilmiştir. Durumun daha detaylı analizi için üst düzey bilişsel becerileri kapsayan ve yürütücü işlevlerin bileşenlerinden biri olan çalışma belleğinin ölçüldüğü çalışmalara ihtiyaç vardır.

Keywords


abstraction component, cognitive flexibility, early childhood education, pre-school education, pre-school teacher / bilişsel esneklik, erken çocukluk eğitimi, okul öncesi eğitim, okul öncesi öğretmeni, soyutlama becerisi

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DOI: http://dx.doi.org/10.46827/ejes.v8i1.3535

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