Araştırma Makalesi
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Okul Öncesi Dönemdeki Çocukların Dil Gelişiminde Çocuğa Bakım Veren Kişilerin Etkisi

Yıl 2023, Sayı: 95, 213 - 224, 15.09.2023
https://doi.org/10.17753/sosekev.1279989

Öz

Bu çalışmada, sosyo-demografik özelliklerin, erken çocukluk döneminde normal gelişim gösteren ve ana dili Türkçe olan 2-7 yaş çocukların (N=80) dil gelişimleri üzerindeki etkileri araştırılmıştır. Mevcut durumu olduğu gibi betimlemeyi amaçlayan bir nicel araştırma yaklaşımı olan tarama modeli kullanılmıştıreri toplama aracı olarak 3-11 yaş arasındaki çocukların dil performanslarını hızlı ve kolay bir şekilde ortaya koyan Erken Dil Geliştirme Testi (TELD-3) kullanılmıştır. Aynı zamanda bakım veren bireylerin yaş, eğitim, bakım verme sürelerini belirleyen ve çocuğun okul öncesi eğitim alma durumunu, kardeş sayısını, anne ve baba yaşı ve eğitim durumunu belirleyen bir SosyoDemografik Bilgi Formu uygulanmıştır. Bakım verenlerin demografik özellikleri ve çocukların dil becerileri arasında anlamlı bir fark olup olmadığını görmek için t-testi ve varyans analizi yapılmıştır. Çalışmadaki bakım veren bireylerin çoğu çocuğa bir ya da iki yıldan bu yana bakım vermektedirler. Bakım veren bireylerin çocuğa ne kadar süre bakım verdiği ve sonuçta çocukların dil beceri puanlarında değişim olup olmadığı incelenmiş ve çalışma grubunda bakım süresinin dil becerilerine etkisinde anlamlı bir fark olmadığı belirlenmiştir. Bakım verenlerin yaşı ve çocukların dil becerileri üzerindeki etki düzeyi tek yönlü varyans analizi ile incelenerek yaşı orta yaş ve ileri düzeyde olan bakım verenlerde dil becerilerinin daha yüksek olduğu saptanmıştır. Sonuçta bakıcıların çocukların dil gelişimine önemli katkılarına ilişkin yorumlar ve öneriler sunulmuştur.

Kaynakça

  • Baker, M. (2005). Mapping the terrain of language learning. Language Learning and Development, 1(1), 93–129.
  • Baldwin, D., & Meyer, M. (2007). How inherently social is language handbook of language development. PVT.
  • Balcı, A. (2010). Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler (8. baskı). Pegem Akademi.
  • Bee, H. (2012). The development of language. In The developing child (6th ed., pp. 295-336). Harper Collins College.
  • Beitchman, J., & Rownlie, E. (2010). Language development and its impact on children’s psychosocial and emotional development. Encyclopedia on Early Childhood Development.
  • Bradley, R. H., Caldwell, B. M., & Corwyn, R. F. (2003). The childcare HOME invento-ries: Assessing the quality of family childcare homes. Early Childhood Research Quarterly, 18(3), 294–309. https://doi.org/10.1016/S0885-2006(03)00041-3.
  • Brodin, J., & Renblad, K. (2019), Improvement of preschool children’s speech and language skills, Early Child Development and Care, 2, 476-484. https://doi.org/10.1080/03004430.2018.1564917.
  • Chomsky, N. (1968). Language and mind. Harcourt Brace Jovanovich.
  • Demirekin, M. (2017). Using vocabulary and language learning strategies in comprehending Turkish as a foreign language (Tez No. 464522) [PhD Thesis, Hacettepe University]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Goldstein, B.E. (2013). Cognitive development. Kaknus.
  • Guven, S., & Topbas, S. (2009). Test of early language development-third edition. International Journal of Early Childhood Special Education (INT-JECSE), 6(2), 151-176.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes.
  • Hutauruk, B. S. (2015). Children first language acquisition at age 1-3 years old in Balata. Journal of Humanities and Social Science (IOSR-JHSS), 20 (8), 51-57.
  • Hresko, W. P., Reid, D. K., & Hammill, D. D. (2009). Examiner’s manual: Test of Early Language Development (3. ed.). Pro-ed.
  • Hoff, E. (2003). The Specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development, 75 (5), 1368-1378.
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55– 88.
  • Kaderavek, J. N. (2014). Language and literacy development in early childhood. In L. M. Justice & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction (pp. 25-46). Guilford.
  • Klibanoff, R.S., & Waxman, S.R. (2000). Basic level object categories support the acquisition of novel adjectives: Evidence from preschool-aged children. Child Development, 71, 649-659
  • Hills, T. T., Maouene, J., Riordan, B., & Smith, L. B. (2010). The associative structure of language: Contextual diversity in early word learning. Journal of Memory and Language, 63(3), 259-273. https://doi.org/10.1016/j.jml.2010.06.002.
  • Molai, T. N. (2016). Factors affecting language development of children. International Academic Journal of Social Sciences, 3 (1), 45-56.
  • Morrison, G.S. (2001), Early childhood education today. Pearson Prentice Hall.
  • Nelson, H.D., Nygren, P., Walker, M., & Panoscha, R. (2006). Screening for speech and language delay in preschool children: systematic evidence review for the US Preventive Services Task Force. Pediatrics, 117, e298–319. https://doi.org/10.1542/peds.2005-1467.
  • Olson, S.L., Bates, J.E., & Kaskie, B. (1992). Caregiver infant interaction antecedents of children’s schoolage cognitive ability. Merrill Palmer Quarterly, 38(3), 309–330
  • Pancsofar, N., & Vernon-Feagans, L. (2006). Mother and father language input to young children: Contributions to later language development. Journal of Applied Developmental Psychology. 27, 571–587.
  • Rowe, M.L., Pan, B. A., & Ayoub, C. (2005). Predictors of variation in maternal talk to children: A longitudinal study of low-income families. Parenting Science and Practice, 5(3), 285-310. https://doi.org/10.1207/s15327922par0503_3.
  • Ruplik, N. (2017). Language acquisition and cultural mediation: Vygotskian theory. Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT), 3 (1), 334-345.
  • Schleicher, A. (2019). Helping our youngest to learn and grow: policies for early learning, international summit on the teaching profession. OECD.
  • Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts. https://doi.org/10.1037/11256-000.
  • Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. K. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13, 13-19. https://doi.org/10.1111/1467-9280.00403.
  • Snowling, M.J., Bishop, D. Stothard, S.E., Chipchase, B., & Kaplan, C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry, 47(8), 759-765.
  • UNICEF. (2019). A world ready to learn: Prioritizing quality early childhood education. Retrieved August 20, 2023, from www.unicef.org/media/57926/file/A-world-ready-to-learn-advocacy-brief-2019.pdf.
  • Vernon-Feagans, L., & Manlove, E. (2005). Otitis media, the quality of childcare, and the social/communicative behavior of toddlers: A replication and extension. Early Childhood Research Quarterly, 20(3), 306–328. https://doi.org/10.1016/j.ecresq.2005.07.003.
  • Wallace, I.F. (2018). Universal screening of young children for developmental disorders: Unpacking the controversies. RTI.
  • Werchan, D. M., & Gomez R.L. (2014). Wakefulness (not sleep) promotes generalization of word learning in 2.5‐year‐old children. Child Development, 85, 429-436. https://doi.org/10.1111/cdev.12149
  • Yalcin, H. (2010). Child development. Nobel.

THE EFFECT OF CAREGIVERS ON THE LANGUAGE DEVELOPMENT OF PRE-SCHOOL CHILDREN

Yıl 2023, Sayı: 95, 213 - 224, 15.09.2023
https://doi.org/10.17753/sosekev.1279989

Öz

In this study, the effects of socio-demographic characteristics such as age, education level and length of care on the language development of "children aged 2-7 years whose mother tongue was Turkish and who were in early childhood" (N=80) were investigated. A quantitative research approach called the screening model was used to describe the current situation as it is. The research aimed to investigate whether certain socio-demographic characteristics such as age, educational level, and duration of care have any impact on the language development of children who experienced normal development during early childhood and whose native language is Turkish. The "Early Language Development Test (TELD-3)", which quickly and easily reveals the language performance of children aged 3-11, was used as a data collection tool. At the same time, "age, education, caregiving duration of the caregivers", "the child's pre-school education status, the number of siblings, the age of the parents, the education level of the parents" was determined with the Socio-Demographical Information Form. T-test and analysis of variance were performed to see if there was a significant difference between "demographic characteristics of caregivers" and "children's language skills". Most of the caregivers in the study have been caring for the child for one or two years. It was examined how long the caregivers gave care to the child and whether there was a change in the language skill scores of the children as a result. No significant difference in the effect of care duration on language skills in the study group. It was determined that the language skills of the children were higher when the caregivers were middle-aged and advanced. As a result, comments and suggestions were presented regarding the significant contribution of caregivers to children's language development.

Kaynakça

  • Baker, M. (2005). Mapping the terrain of language learning. Language Learning and Development, 1(1), 93–129.
  • Baldwin, D., & Meyer, M. (2007). How inherently social is language handbook of language development. PVT.
  • Balcı, A. (2010). Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler (8. baskı). Pegem Akademi.
  • Bee, H. (2012). The development of language. In The developing child (6th ed., pp. 295-336). Harper Collins College.
  • Beitchman, J., & Rownlie, E. (2010). Language development and its impact on children’s psychosocial and emotional development. Encyclopedia on Early Childhood Development.
  • Bradley, R. H., Caldwell, B. M., & Corwyn, R. F. (2003). The childcare HOME invento-ries: Assessing the quality of family childcare homes. Early Childhood Research Quarterly, 18(3), 294–309. https://doi.org/10.1016/S0885-2006(03)00041-3.
  • Brodin, J., & Renblad, K. (2019), Improvement of preschool children’s speech and language skills, Early Child Development and Care, 2, 476-484. https://doi.org/10.1080/03004430.2018.1564917.
  • Chomsky, N. (1968). Language and mind. Harcourt Brace Jovanovich.
  • Demirekin, M. (2017). Using vocabulary and language learning strategies in comprehending Turkish as a foreign language (Tez No. 464522) [PhD Thesis, Hacettepe University]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Goldstein, B.E. (2013). Cognitive development. Kaknus.
  • Guven, S., & Topbas, S. (2009). Test of early language development-third edition. International Journal of Early Childhood Special Education (INT-JECSE), 6(2), 151-176.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes.
  • Hutauruk, B. S. (2015). Children first language acquisition at age 1-3 years old in Balata. Journal of Humanities and Social Science (IOSR-JHSS), 20 (8), 51-57.
  • Hresko, W. P., Reid, D. K., & Hammill, D. D. (2009). Examiner’s manual: Test of Early Language Development (3. ed.). Pro-ed.
  • Hoff, E. (2003). The Specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development, 75 (5), 1368-1378.
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55– 88.
  • Kaderavek, J. N. (2014). Language and literacy development in early childhood. In L. M. Justice & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction (pp. 25-46). Guilford.
  • Klibanoff, R.S., & Waxman, S.R. (2000). Basic level object categories support the acquisition of novel adjectives: Evidence from preschool-aged children. Child Development, 71, 649-659
  • Hills, T. T., Maouene, J., Riordan, B., & Smith, L. B. (2010). The associative structure of language: Contextual diversity in early word learning. Journal of Memory and Language, 63(3), 259-273. https://doi.org/10.1016/j.jml.2010.06.002.
  • Molai, T. N. (2016). Factors affecting language development of children. International Academic Journal of Social Sciences, 3 (1), 45-56.
  • Morrison, G.S. (2001), Early childhood education today. Pearson Prentice Hall.
  • Nelson, H.D., Nygren, P., Walker, M., & Panoscha, R. (2006). Screening for speech and language delay in preschool children: systematic evidence review for the US Preventive Services Task Force. Pediatrics, 117, e298–319. https://doi.org/10.1542/peds.2005-1467.
  • Olson, S.L., Bates, J.E., & Kaskie, B. (1992). Caregiver infant interaction antecedents of children’s schoolage cognitive ability. Merrill Palmer Quarterly, 38(3), 309–330
  • Pancsofar, N., & Vernon-Feagans, L. (2006). Mother and father language input to young children: Contributions to later language development. Journal of Applied Developmental Psychology. 27, 571–587.
  • Rowe, M.L., Pan, B. A., & Ayoub, C. (2005). Predictors of variation in maternal talk to children: A longitudinal study of low-income families. Parenting Science and Practice, 5(3), 285-310. https://doi.org/10.1207/s15327922par0503_3.
  • Ruplik, N. (2017). Language acquisition and cultural mediation: Vygotskian theory. Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT), 3 (1), 334-345.
  • Schleicher, A. (2019). Helping our youngest to learn and grow: policies for early learning, international summit on the teaching profession. OECD.
  • Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts. https://doi.org/10.1037/11256-000.
  • Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. K. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13, 13-19. https://doi.org/10.1111/1467-9280.00403.
  • Snowling, M.J., Bishop, D. Stothard, S.E., Chipchase, B., & Kaplan, C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry, 47(8), 759-765.
  • UNICEF. (2019). A world ready to learn: Prioritizing quality early childhood education. Retrieved August 20, 2023, from www.unicef.org/media/57926/file/A-world-ready-to-learn-advocacy-brief-2019.pdf.
  • Vernon-Feagans, L., & Manlove, E. (2005). Otitis media, the quality of childcare, and the social/communicative behavior of toddlers: A replication and extension. Early Childhood Research Quarterly, 20(3), 306–328. https://doi.org/10.1016/j.ecresq.2005.07.003.
  • Wallace, I.F. (2018). Universal screening of young children for developmental disorders: Unpacking the controversies. RTI.
  • Werchan, D. M., & Gomez R.L. (2014). Wakefulness (not sleep) promotes generalization of word learning in 2.5‐year‐old children. Child Development, 85, 429-436. https://doi.org/10.1111/cdev.12149
  • Yalcin, H. (2010). Child development. Nobel.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Kullanım Bilimi
Bölüm Makaleler
Yazarlar

Murat Demirekin 0000-0001-6757-0487

Yayımlanma Tarihi 15 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 95

Kaynak Göster

APA Demirekin, M. (2023). THE EFFECT OF CAREGIVERS ON THE LANGUAGE DEVELOPMENT OF PRE-SCHOOL CHILDREN. EKEV Akademi Dergisi(95), 213-224. https://doi.org/10.17753/sosekev.1279989