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dc.contributor.advisorTuran, Fahriye Figen
dc.contributor.authorDuran Yurdacan, Çağla
dc.date.accessioned2022-06-17T08:01:20Z
dc.date.issued2022-06-09
dc.date.submitted2022-05-11
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Mothers' expectations for shared reading after delivery: implications for reading activities at 6 months. Ambulatory Pediatrics. 2008;8(3):169-74.tr_TR
dc.identifier.urihttp://hdl.handle.net/11655/26321
dc.description.abstractThis research aimed to determine the relationship between children's self-regulation skills and mother-child relationship, mothers' reading activities with their children, home early literacy environment and home environment. In this study, was planned as a descriptive research in the relational screening model. The study included Edirne Province to the sample group; parents of 151 children aged 48-72 months living in Edirne Merkez, Keşan, Uzunköprü and İpsala Districts. In the research "Child-Family Information Form", "Instrument for Measuring Self-Regulation Skills of 4-6 -Year -Old Children (Mother Form)", "Parent-Child Relationship Scale", " Child-Parent Shared Reading Activities Scale (ÇEBOE) ", " The Home Early Literacy Environment Questionnaire (HLEQ)”, “Early Literacy Home Environment Scale (ELHES)” and “The Home Literacy Environment Questionnaire (HLEQ)”, “Home Screening Questionnaire (3-6 years form)” were used. While examining the differences between the groups, "Mann-Whitney U" and "Kruskal-Wallis-H" were applied and Spearmann's Rho Correlation Coefficient was calculated to determine the relationships between the scales. As a result of the research, a positive and significant relationship was found between self-regulation skills and child-mother reading activities, home early literacy environments. It has been concluded that following situations differ according to variables such as age in self-regulation skill; age, educational status and income level of mother in mother-child relation; number of siblings in Child-Mother Shared Reading Activities; gender, number of siblings, educational status of mother, participation of seminars or events regarding child development in home early literacy environment.tr_TR
dc.language.isoturtr_TR
dc.publisherSağlık Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectÖz düzenlemetr_TR
dc.subjectEv erken okuryazarlık ortamıtr_TR
dc.subjectEbeveyn çocuk ilişkisitr_TR
dc.subject.lcshPsikolojitr_TR
dc.titleÇOCUKLARIN ÖZ DÜZENLEME BECERİLERİ İLE EV ERKEN OKURYAZARLIK ORTAMI VE BİRLİKTE KİTAP OKUMA ARASINDAKİ İLİŞKİNİN İNCELENMESİtr_TR
dc.typeinfo:eu-repo/semantics/masterThesistr_TR
dc.description.ozetBu araştırmada; çocukların öz düzenleme becerileri ile anne çocuk ilişkisi, annelerin çocuklarıyla birlikte okuma etkinlikleri, ev erken okuryazarlık ortamı ve ev ortamı arasındaki ilişkinin belirlenmesi amaçlanmıştır. İlişkisel tarama modelinde betimsel nitelikte bir araştırma olarak planlanmıştır. Örneklem grubuna Edirne İli; Merkez, Keşan, Uzunköprü ve İpsala İlçelerinde yaşayan 48-72 ay aralığında olan 151 çocuğun anneleri dahil edilmiştir. Araştırmada "Çocuk-Aile Bilgi Formu", “4-6 Yaş Çocuklarına Yönelik Öz Düzenleme Becerileri Ölçeği (Anne formu)”, “Ebeveyn Çocuk İlişkisi Ölçeği”, “Çocuk-Ebeveyn Birlikte Okuma Etkinlikleri (ÇEBOE) Aracı”, “Ev Erken Okuryazarlık Ortamı Ölçeği (EVOK)”, “Erken Okuryazarlık Ev Ortamı Ölçeği (EROY-EV)” ve “Ev İçi Okuryazarlık Ortamı Ölçeği (HLEQ)”, “Ev Ortamı Tarama Aracı (EVTA-T 3-6 Yaş Kısa Form)” değerlendirme araçları kullanılmıştır. Gruplar arasındaki farklılıklar incelenirken “Mann-Whitney U Testi” ile “Kruskal-Wallis-H Testi” uygulanmış ve ölçekler arasındaki ilişkileri tespit etmek için Spearmann’s Rho Korelasyon Katsayısı hesaplanmıştır. Araştırma sonucunda öz düzenleme becerileri ile çocuk-anne birlikte okuma etkinlikleri, ev erken okuryazarlık ortamları arasında pozitif yönlü anlamlı düzeyde ilişki bulunmuştur. Öz düzenleme becerilerinin yaş; anne çocuk ilişkisinin yaş, annenin öğrenim ve gelir düzeyi; çocuk-anne birlikte okuma etkinliklerinin kardeş sayısı; ev erken okuryazarlık ortamlarının cinsiyet, kardeş sayısı, annenin öğrenim durumu, çocuk gelişimi ile ilgili seminere veya etkinliğe katılma durumu değişkenlerine göre farklılaştığı sonucuna ulaşılmıştır.tr_TR
dc.contributor.departmentÇocuk Gelişimitr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift2022-06-17T08:01:20Z
dc.fundingYoktr_TR


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