Proje yaklaşımına dayalı eğitimin altı yaş çocuklarının gelişim alanlarına etkisinin incelenmesi

Abstract

This study was conducted to determine the motor, linguistic and cognitive development, daily life skills, and social/emotional developmental areas of 6-year-old children attending independent kindergartens and observe whether a difference exists between the developmental areas of children who did and did not undergo project based training.The population of the study included the 6-year-olds who were attending the independent kindergartens affiliated to the Ministry of Education during the 2008-2009 academc year in Ankara city center. The sample of the study comprised a total of 38 children, 19 from Sevgi and 19 from Sardunya kindergartens, both located in Ankara and affiliated to the Ministry of Education. This is an experimental study which used the pre-, post- and retention test control gorup experimental design to determine the effects of project based training on children?s development. General information about the participating children and their families were gathered by using a ?General Information Form?, and children?s development was assessed with pre-, post- and retention tests by using the ?Brigance Early Development Inventory II?. A total of 99 PBL hours was taught 3 times weekly for 6 weeks (33 days), approximately 3 hours per day. The experimental group received Project Based Training Program 3 days weekly for 6 weeks (half a day each time). While experimental children were undergoing project based training, control children from a different school continued their own regular training.The results revealed a meaningful difference between the experimental and control children?s Brigance Early Development Inventory II pre- and post-test scores in the Motor Skills, Receptive and Productive Language Development, Academic/Cognitive Development, Daily Life Skills and Social/Emotional Development subtests, as well as the Brigance Early Development Inventory II total scores. The group x measurement common effect of experimental and control children?s Brigance Early Development Inventory II results in Motor Skills, Receptive and Productive Language Development, Academic/Cognitive Development, Daily Life Skills and Social/Emotional Development, as well as Brigance Early Development Inventory II total test results were found to be meaningful. No meaningful difference was observed between experimental children?s post-test and retention test mean scores on Brigance Early Development Inventory II subtests of Motor Skills, Receptive and Productive Language Development, Academic/Cognitive Development, Daily Life Skills, and Brigance Early Development Inventory II total scores. Similarly, the difference between the achievement scores of girls and boys in experimental and control groups obtained in Brigance Early Development Inventory II subtests of Motor Skills, Receptive and Productive Language Development, Academic/Cognitive Development, Daily Life Skills, and Brigance Early Development Inventory II total scores .