Researching The Relation Between The Alternative Thinking Skill And Consequential Thinking Skill Of Preschoolers (Okul Öncesi Dönemde Alternatif Düşünme Ve Sonuçsal Düşünme Becerisi Arasındaki İlişkinin İncelenmesi)

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Year-Number: 2022-55
Yayımlanma Tarihi: null
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Number of pages: 9-16
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Abstract

The aim of this study is to research the relation between the alternative thinking skill and consequential thinking skill of the 48-72 months of preschoolers. The participants of this study are 48-72 months of 48 children (21 girls, 27 boys) who live in Ankara and have education in a kindergarten under a public institution. The relational screening model was used for that study. As data collection tools; for the alternative thinking skill, Preschool Interpersonal Problem Solving Test (PIPS) which was created by Spivack and Shure (1974), adapted by Dinçer (1995) to Turkish was used, and for the consequential thinking skill, What Happen Next Game (WHNG) test which was created by Shure (1990), translated by Dinçer (2014) into Turkish was used. According to the results of the study, it was observed that there is statistically no significant relationship between total scores of alternative thinking skills and total scores of consequential thinking skills, however; there appears to be a low positive correlation. In addition, while there is no significant relationship between the gender and alternative thinking and consequential thinking skills; alternative thinking skill scores indicate a significant difference depending on the age and the period of preschool education. After all, it is seen that consequential thinking skill scores of children do not differentiate significantly depending on the age and the period of preschool education.

 

Bu çalışmanın amacı, okul öncesi 48-72 ay çocukların alternatif düşünme becerileri ile sonuçsal düşünme becerileri arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu, Ankara ilinde yaşayan, bir kamu kurumuna bağlı kreş ve gündüz bakımevinde eğitim gören 48-72 aylık 48 çocuk (21 kız, 27 erkek) oluşturmaktadır. Araştırmada ilişkisel tarama yöntemi kullanılmıştır. Veri toplama araçları olarak, alternatif düşünme becerisi için Spivack ve Shure (1974) tarafından geliştirilmiş ve Türkçeye uyarlaması Dinçer (1995) tarafından yapılmış olan Preschool Interpersonal Problem Solving Test (PIPS), sonuçsal düşünme becerisini belirlemek amacıyla Shure (1990) tarafından geliştirilen ve Dinçer (2014) tarafından Türkçeye çevrilen What Happen Next Game (WHNG) Testi kullanılmıştır. Araştırmanın sonuçlarına göre, çocukların alternatif düşünme becerisi toplam puanları ile sonuçsal düşünme becerisi toplam puanları arasında istatistiksel olarak anlamlı bir ilişki olmadığı, ancak düşük düzeyde pozitif yönlü bir korelasyon olduğu görülmektedir. Ayrıca çocukların alternatif düşünme ve sonuçsal düşünme beceri puanları ile cinsiyet arasında anlamlı bir ilişki bulunmazken, alternatif düşünme beceri puanları yaşa ve okul öncesi eğitim alma süresine göre anlamlı bir farklılık göstermektedir. Bununla birlikte çocukların sonuçsal düşünme beceri puanlarının yaşa ve okul öncesi eğitimi alma süresine göre anlamlı bir şekilde farklılaşmadığı görülmektedir.

Keywords

Abstract

The aim of this study is to research the relation between the alternative thinking skill and consequential thinking skill of the 48-72 months of preschoolers. The participants of this study are 48-72 months of 48 children (21 girls, 27 boys) who live in Ankara and have education in a kindergarten under a public institution. The relational screening model was used for that study. As data collection tools; for the alternative thinking skill, Preschool Interpersonal Problem Solving Test (PIPS) which was created by Spivack and Shure (1974), adapted by Dinçer (1995) to Turkish was used, and for the consequential thinking skill, What Happen Next Game (WHNG) test which was created by Shure (1990), translated by Dinçer (2014) into Turkish was used. According to the results of the study, it was observed that there is statistically no significant relationship between total scores of alternative thinking skills and total scores of consequential thinking skills, however; there appears to be a low positive correlation. In addition, while there is no significant relationship between the gender and alternative thinking and consequential thinking skills; alternative thinking skill scores indicate a significant difference depending on the age and the period of preschool education. After all, it is seen that consequential thinking skill scores of children do not differentiate significantly depending on the age and the period of preschool education.

Keywords