You are here

Okul Öncesi Alternatif Düşünme Stratejilerinin Desteklenmesi Programının Öğretmenlerin Bakış Açısıyla İncelenmesi

The Assessment of Preschool Promoting Alternative Thinking Strategies Program in Terms of Teachers’ Views

Journal Name:

Publication Year:

DOI: 
10.15285/maruaebd.2728
Abstract (2. Language): 
The aim of this study is to assess in the view of teacher’s thoughts on the content, the aims, the effectiveness, the difficulties of implementation, and the contributions of the Preschool PATHS Program (The Preschool Promoting Alternative Thinking Strategies Curriculum – PATHS) (Domitrovich, Greenberg, Cortes ve Kusche, 2005) which is one of the preventive intervention programs proved scientifically to be efficient many times and used commonly. Participant group consisted of ten preschool teachers. Quantitative and qualitative methods were used in the study. As data collection tools, Teacher Interviews, The Teacher Satisfaction Survey and the Teacher Self Report are used in this research. Collected data was assessed by using descriptive analysis method. The program has a quite effective function in enrichment of preschool curriculum when teachers’ views about effectiveness, the content, aims and contributions of the Preschool PATHS program were considered. Teachers at a high ratio expressed their satisfaction that the program improved children’s self-esteem, problem solving skills and their awareness for their feelings and their behaviors. Moreover, it was determined that teachers were in agreement that this program provided contributions in their personal life in terms of their own emotion regulations and problem solving.
Abstract (Original Language): 
Bu makalenin amacı okul öncesi dönemde yaygın olarak kullanılan bilimsel açıdan pek çok defa etkililiği kanıtlanmış, önleyici müdahale programlarından biri olan Okul Öncesi Alternatif Düşünme Stratejilerinin Desteklenmesi (ADSD) (The Preschool Promoting Alternative Thinking Strategies Curriculum – PATHS) (Domitrovich, Greenberg, Cortes ve Kusche, 2005) programının içeriğini, amaçlarını, etkililiğini, katkılarını ve güçlüklerini, öğretmenlerin görüşleri doğrultusunda değerlendirmektir. Çalışma grubunu 10 okul öncesi öğretmeni oluşturmuştur. Araştırma modelinde nitel ve nicel yöntemlere başvurulmuştur. Araştırmada veri toplama aracı olarak “Öğretmen Görüşme Formu”, “Öğretmen Memnuniyet Formu” ve “Öğretmen Bilgi Formu” kullanılmıştır. Elde edilen veriler betimsel analiz yöntemiyle değerlendirilmiştir. Öğretmenlerin ADSD Programının içeriğine, amaçlarına ve katkılarına yönelik görüşleri incelendiğinde programın okul öncesi eğitim programını zenginleştirmede oldukça etkili bir işleve sahip olduğu ifade edilmiştir. Öğretmenler programın çocukların benlik saygısını, problem çözme becerilerini ve duygularına yönelik farkındalıklarını ve davranışlarını geliştirdiği konusunda yüksek oranda memnuniyetlerini dile getirmişlerdir. Ayrıca öğretmenlerin programın kendi duygu düzenlemelerini sağlamada ve sorunlarla baş etmede kişisel yaşamlarına katkıda bulunduğu konusunda hem fikir oldukları saptanmıştır.
51
67

REFERENCES

References: 

Anlıak, Ş. (2004) Farklı Eğitim Yaklaşımları Uygulayan Okul Öncesi Eğitim Kurumlarında Kişiler Arası
Bilişsel Problem Çözme Becerisi Programının Etkisinin İncelenmesi. Yayımlanmış Doktora Tezi, Ege
Üniversitesi Sosyal Bilimler Enstitüsü Psikoloji Anabilim Dalı, İzmir: Türkiye.
Aos, S., Lieb, R., Mayfield, J., Miller, M., & Pennucci, A. (2004). Benefits and costs of the prevention and
early intervention programs for youth. Washington State Institude for Public Policy. Olympia, WA.
Retrieved Fabruary 02, 2011 from http://www.wsipp.wa.gov/pub.asp?docid=04-07-3901.
Barrera, M., & Castro, F. G. (2006). A Heuristic framework for the cultural adaptation of interventions.
Clinical Psychology Science Practice, 13 (4), 311-316.
Beyazkürk, D. & Kesner, J. E. (2005). Teacher-child relationships in Turkish and United States ols: A
cross-cultural study. International Education Journal, 6 (5), 547-554.
Bilir Seyhan, G., Ocak Karabay, S., Arda Tuncdemir, T. B., Greenberg, M. T., & Domitrovich, C. (2017).
The Effects of Promoting Alternative Thinking Strategies Preschool Program on Teacher–
Children Relationships and Children’s Social Competence in Turkey. International Journal of
Psychology.
Blakeley, C. H., Mayer, J. P., Gottschalk, R. G., Schmitt, N., Davidson, W. S., Roitman,.D. B. et al. (1987). The
fidelity-adaptation debate: Implications for the implementation of public sector social programs.
American Journal of Community Psychology, 15, 253-268.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel Araştırma
Yöntemleri. Ankara: Pegem Akademi.
Cappella, E., Frazier, S.L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. (2008, September). Enhancing
schools’ capacity to support children in poverty: An ecological model of school-based mental health
services. Adm Policy Ment Health, 35(5), 395–409. doi:10.1007/s10488-008-0182-y.
Castro, F. G., Barrera, M., & Martinez, C. (2004). The cultural adaptation of prevention interventions:
Resolving tensions between fidelity and fit. Prevention Science, 5 (1), 41-45.
Catron, C. E., & Kendall, E. D. (1984). Staff evaluation that promotes growth and problem solving. Young
Children, 39 (6), 61-66.
Christensen, L. B., Johnson, R. B. ve Turner, L. A. (2015). Araştırma Yöntemleri Desen ve Analiz. Ahmet
Aypay (Çev. Ed.). Ankara: Anı.
Conduct Problems Prevention Research Group. (CPPRG, 1999). Initial impact of the Fast Track prevention
trial for conduct problems. II. Classroom effects. Journal of Consulting and Clinical Psychology, 67,
648-657.
Coşkun, L. (2008). An Adaptation and Pilot Implementation of an Effective Intervention Program Targeting
Externalizing Behaviors in Early Childhood. Yayımlanmış Doktora Tezi. Koç Üniversitesi Sosyal
Bilimler Enstitüsü Psikoloji Anabilim Dalı, İstanbul: Türkiye.
Dane, A. V. A., & Schneider, B. H. B. (1998). Program integrity in primary and early secondary prevention:
Are implementation effects out of control? Clinical Psychology Review, 18(1), 23-23-45.
Denham, S.A. (1998). Emotional development in young children. New York: The Guilford Press.
Dereli, E. (2008) Çocuklar İçin Sosyal Beceri Eğitim Programının 6 Yas Çocukların Sosyal Problem Çözme
Becerilerine Etkisi Yayımlanmış Doktora Tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Çocuk
Gelişimi ve Ev Yönetimi Anabilim Dalı, Konya: Türkiye
Diken, I. H., Cavkaytar, A., Batu, S., Bozkurt, F., & Kurtyılmaz, Y. (2010). Proje ADYEP: Anasınıfı,
ilköğretim birinci ve ikinci sınıflarında anti sosyal davranışları önlemeye yönelik bir erken müdahale
programının etkililiği (206K165 nolu TÜBİTAK projesi).
Şakire OCAK KARABAY • Tuğçe Burcu ARDA TUNCDEMIR
66
Dinçer, Ç. (1995) Anaokuluna Devam Eden 5 Yaş Grubu Çocuklarına Kişiler Arası Problem Çözme
Becerilerinin Kazandırılmasında Eğitimin Etkisinin İncelenmesi. Çocuk Sağlığı ve Eğitimi
Programı Doktora Tezi. Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü
Dinçer, Ç. ve Güneysu. S. (1997) Examining the effects of problem solving training on the acquisition of
ınterpersonal problem solving skills by 5 years old children in Turkey, International Journal of
Early Years Education. 5(1), 37-46.
Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective
programs for school aged children. Journal of Educational and Psychological Consultation, 11, 193-222.
Domitrovich, C. E., Greenberg, M. T., Kusche, C., & Cortes, R. (2005). Manual for the Preschool PATHS
Curriculum. South Deerfield, MA: Channing-Bete Company.
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of
implementation on program outcomes and the factors affecting implementation. American
Journal of Community Psychology, 41, 327-350.
Durlak, J. A. (2010). The importance of doing well in whatecer you do: A commentary on the special section,
“implementation research in early childhood education”. Early Childhood Research Quarterly, 25,
348-357.
Elias, M. J., & Tobias, S. E. (1996). Social problem solving interventıon in the schools. New York: The Guilford
School Practitioner Series.
Ellliott, D. S., & Mihalic, S. (2004). Issues in dısseminating and replicating effective prevention programs.
Prevention Science, 5 (1), 47-53.
Florez, I.R. (2011). Developing Young Children’s Self-Regulation through Everyday Experiences. Young
Children, 66 (4), 46-51.
Gager, P. J., Maurice J., & Elias M. J. (1997). Implementing prevention programs in high-risk environments:
Aplications of the resilience paradigm. American Journal of Orthopsychiatry, 67(3), 363-373.
Gallagher, K. C. & Mayer, K. (2008). Enhancing development and learning through teacher-child
relationships. Young Children, 80–87.
Greenberg, M. T., Weissberg, R. P., Zins, J. E., Fredericks, L., Resnik., H., & Ellias, M. J. (2003). Enhancing
school-based prevention and youth development through coordinated social, emotional, and
academic learning, American Psychologist, 58 (6/7), 466-474.
Hill, L. G., Maucione, K., & Hood, B. K. (2007). A focused approach to assessing program fidelity. Prevention
Science, 8, 25-34.
Honig, A. S., & Wittmer, D. S. (1996). Helping children became more prosocial: Ideas for classrooms,
families, schools, and communities. Young Children, 51 (2), 62-70.
Inam, A., Tarig, P.N., & Zaman, S. (2014). Cultural Adaptation of Preschool PATHS Curriculum for Pakistani
Children, International Journal of Psychology DOI: 10.1002/İJOP.1209
Jacops, M. G. (2001). Providing the scaffold:a model for early childhood/primary teacher preparation, Early
Chilhhood Education Journal, 29(2) 125-130.
Kam, C.-M., Greenberg, M. T., ve Kusché, C. A. (2004) Sustained effects of the paths curriculum on the
social and psychological adjustment of children in special education. Journal of Emotional and
Behavioral Disorders, 12 (2), 66–78.
Kumpfer, K., Alvarado, R., Smith, P., & Bellamy, N. (2002). Cultural sensitivity and adaptation in familybased
prevention interventions. Prevention Science, 3 (3 ), 241-246.
Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K., & Raver, C. (2014). Impact Findings from
the Head Start CARES Demonstration: National Evaluation of Three Approaches to Improving
67
Okul Öncesi Alternatif Düşünme Stratejilerinin Desteklenmesi Programının Öğretmenlerin Bakış Açısıyla İncelenmesi
Preschoolers’ Social and Emotional Competence. OPRE Report 2014-44. Washington, DC: Office
of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department
of Health and Human Services.
O’Connell, M. E., Boat T., & Warner, K. E. (Eds.). (2009). Preventing mental, emotional, and behavioral
disorders among young people: Progress and possibilities. Committee on the Prevention of Mental
Disorders and Substance Abuse Among Children, Youth and Young Adults: Research Advances
and Promising Interventions; Institute of Medicine; National Research Council.
O’Connor, C., Small, S. A. Ve Cooney S. M. (2007). Program fidelity and adaptation: Meeting local needs
without compromising program effectiveness, What Works, Wısconsın – Research to Practice
Series, 4. Madison, WI: University of Wisconsin-Madison/Extension.
Philipher, S. ve Nolte, K. (2008). Implementation science: promoting science – based approaches to
prevention pregnancy. Prev Sci, 9, 166-177.
Shure, M. B. (2001). I can problem solve (An interpersonal cognitive problem-solving program) (ICPS) (2nd
ed). Illinois: Research Press.
Spoth, R. L., Kavanagh, K., & Dishion, T. J. (2002). Family-centered preventive intervention science: Toward
benefits to larger populations of children, youth, and families. In R. L. Spoth, K. Kavanagh & T. J.
Dishion (Eds.), Universal family-centered prevention strategies: Current findings and critical issues
for public health impact [Special issue]. Prevention Science, 3, 145-152.
U.S. Department of Health and Human Services. (2002). Finding the balance: Program fidelity and adatation
in substance abuse prevention: A state of the art review.
Vestal, M.A. (2001). How Teacher Training in Conflict Resolution and peace education influences
relationships and interactions in Head Start Centers. 2001, Doctoral dissertation, Nova
Southeastern University. Dissertation Abstracts International, AAT3003729.
Webster-Stratton, C., Reid, J. ve Hammond, M. (2001). Social skills and problem – solving training for
children with early-onset conduct problems: Who benefits? Journal of Child Psychology and
Psychiatry and Allied Disciplines, 42(7), 943 – 952.
Weisberg, R. P., & Greenberg, M. T. (1998). Prevention science and colloborative action research: Combining
the best from both perspectives. Journal of Mental Health, 7 (5), 479-492.
Weisz J. R., Hawley, K. M., Pilkonis, P.A., Woody, S. R., & Follette, W. C. (2000). Stressing the (other) three
RS in the search for empirically supported treatments. Clinical Psychology: Science and Practice
and the Public Interest, 17 (3), 243-258.
Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin.

Thank you for copying data from http://www.arastirmax.com