A comprehensive School Readiness Assessment Tool (SRAT) for preschool children

Yıl 2024, Cilt: 13 Sayı: 3, 266 – 287, 31.07.2024

Selcuk Sirin , Tülin Guler Yıldız , Ruyam Canan Tugberk

https://doi.org/10.19128/turje.1459608

Öz

This study was designed to determine the psychometric properties of the School Readiness Assessment Tool (SRAT), a new measurement tool for assessing school readiness. The measure aims to assess preschool children’s school readiness by estimating their academic, motor, social, emotional, and self-regulation skills. Both academic and motor skills are assessed through direct child observation while teacher ratings evaluate social-emotional and self-regulation skills. 228 children attending preschool participated in the study’s first phase and 185 children in the second phase. The results show that the items of the new measurement tool had sufficient internal consistency. Both study phases also showed strong evidence of face (content) and construct validity (i.e., convergent and concurrent validity). Overall, the results show that SRAT is a promising new measure for school readiness among preschoolers in Türkiye. In addition to the evidence from randomized control trials, studies should be conducted to determine its psychometric properties with diverse samples, such as rural children and children not enrolled in preschool education.

Anahtar Kelimeler

Scale development, School readiness, School Readiness Assessment Tool (SRAT), Self-regulation, Social-emotional readiness

Kaynakça

• Adato, B., & Bekman, S. (1989). Preliteracy and prenumeracy skills scale. Mother Child Education Foundation Press.
• Baydar, N., Küntay, A., Gökçen, F., & Cemalcılar, Z. (2013). Türkiye’de erken çocukluk gelişim ekolojileri araştırması II [Early childhood development ecologies research in Turkey II]. Retrieved from PdfViewer (trdizin.gov.tr)
• Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. The American Psychologist, 57(2), 111–127. https://doi.org/10.1037/0003-066x.57.2.111.
• Blair C, & Diamond A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology. 20(3):899-911. doi:10.1017/S0954579408000436
• Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: a developmental psychobiological approach. Annual Review of Psychology, 66(1), 711–731. https://doi.org/10.1146/annurev-psych-010814-015221.
• Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
• Bodrova, E. & Leong, D. J. (2017). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. 2nd Edition. Pearson Publishing.
• Boivin, M. J., Chounramany, C., Giordani, B., Xaisida, S., & Choulamountry, L. (1996). Validating a cognitive ability testing protocol with Lao children for community development applications. Neuropsychology, 10(4), 588–599. https://doi.org/10.1037/0894-4105.10.4.588
• Bracken, B. A. (1998). Bracken Basic Concept Scale-Revised, Examiner’s Manual. The Psychological Corporation. Harcourt Brace & Company.
• Bracken, B. A. (2002). Bracken School Readiness Assessment. The Psychological Corporation.
• Bronson, M. B., Goodson, B. D., Layzer, J. I., & Love, J. M. (1990). Child Behavior Rating Scale. Abt Associates.
• Broström, S. (2000). Transition to School. https://eric.ed.gov/?id=ED445814
• Canbulat, T. & Kırıktaş, H. (2016). İlkokula Hazır Bulunuşluk Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenilirlik Çalışması [The Development Scale of Readiness Primary School: Validity and Reliability Studies]. Academia Eğitim Araştırmaları Dergisi, 1(1), 26-35.
• Chi, S.A., Kim, S., & Kim, N. H. (2018). A study of school adjustment related variables of young children. South African Journal of Education, 38(2), 1-9. https://dx.doi.org/10.15700/saje.v38n2a1457.
• Dockett, S. & Perry, B. (1999). Starting school: What do the children say? Early Child Development and Care, 159(1), 107-119. https://doi.org/10.1080/0300443991590109.
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
• Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Russel-Sage, 47-70.
• Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test–Third Edition (PPVT-III) [Database record]. APA PsycTests. https://doi.org/10.1037/t15145-000
• Emond, A., & Coad, J. (2019). School readiness and transition into school (A. Emond, Ed.). Oxford University Press.
• Epir, S., & Yalaz, K. (1984). Urban Turkish children's performance on the Denver developmental screening test. Developmental Medicine & Child Neurology, 26(5), 632-643.
• Erdemir, E. (2022). Summer preschools for Syrian refugee and host community children in Turkey: A model of contextually sensitive early intervention. Early Education and Development, 33(5), 912–938. https://doi.org/10.1080/10409289.2021.1961426.
• Erkan, N. S., Elkin, N., Kavgaoğlu, D., Ocal Dörterler, S., & Kerigan, B. (2021). Views of kindergarten and first-grade teachers on school readiness. Theory and Practice in Child Development, 1(1), 1–24. https://doi.org/10.46303/tpicd.2021.2
• Ertürk Kara, G. (2017). The role of children’s behavioral skills in predicting early academic skills. Journal of International Social Research, 10(49), 432–441. https://doi.org/10.17719/jisr.2017.1595
• Ertürk Kara, H. G., Güler Yıldız, T., & Fındık, E. (2018). Erken Çocukluk Döneminde Öz Düzenleme İzleme, Değerlendirme ve Destekleme Yöntemleri [Methods of Monitoring, Assessing, and Supporting Self-Regulation in Early Childhood]. Anı.
• Geng, Z., Zeng, B., & Guo, L. (2024). Associations between behavioral, cognitive, and emotional self-regulation and academic and social outcomes among Chinese children: A meta-analysis. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-023-09840-3
• Güler Yıldız, T. (2022). Okul Öncesi Eğitimden İlköğretime Geçiş [Transition from preschool education to primary education]. In Diken, H.İ. (Ed.), Erken çocukluk eğitimi [Early childhood education] (pp. 451-473). Pegem Akademi.
• Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21(4), 431–454. https://doi.org/10.1016/j.ecresq.2006.09.005
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
• Koçyi̇ği̇t, S., & Kayılı, G. (2014). Examining school readiness of preschool children with different cognitive styles. Education and Science, 39(175). https://doi.org/10.15390/eb.2014.3449
• Koçyiğit, S., & Saban, A. (2014). Readiness for school, according to the perspectives of grade 1 teachers and parents. Kuramsal Eğitimbilim, 2014(4), 322–341. https://doi.org/10.5578/keg.6941
• Mangione, P. L., & Speth, T. (1998). The transition to elementary school: A framework for creating early childhood continuity through home, school, and community partnerships. The Elementary School Journal, 98(4), 381–397. https://doi.org/10.1086/461903
• McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302.
• McTurk, N., Lea, T., Robinson, G., Nutton, G., & Carapetis, J. R. (2011). Defining and assessing the school readiness of Indigenous Australian children. Australasian Journal of Early Childhood, 36(1), 69–76. https://doi.org/10.1177/183693911103600112
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
• Ministry of National Education – MoNE, (2012). Milli Eğitim Bakanlığı İlköğretim Kurumları Yönetmeliğinde Değişiklik Yapılmasına Dair Yönetmelik [Regulation on Amendments to the Regulation on Primary Education Institutions of the MoNE]. Başbakanlık Mevzuatı Geliştirme ve Yayın Genel Müdürlüğü (resmigazete.gov.tr)
• Ministry of National Education – MoNE, (2013). MoNE Preschool Education Program. MoNE Publishing.
• Mercan Uzun, E. & Alat, K. (2017). Okul Öncesi Dönemde Uygulanan “Okula Hazırız” Eğitim Programının İlkokul Birinci Sınıf Öğrencilerinin Hazırbulunuşluk Düzeylerine Etkisi. [Effect of the “We are Ready to School” Program on School Readiness Level of First Grade Students]. Ondokuz Mayis University Journal of Education Faculty. 36(2), 59-80.
• Mudrick, H. B., Robinson, J. L., & Brophy-Herb, H. E. (2020). Low-income children’s readiness for group-based learning at age 3 and prekindergarten outcomes at age 5. Journal of Early Childhood Research: ECR, 18(3), 259–274. https://doi.org/10.1177/1476718×19898740
• Nijenhuis, J.T, Tolboom, E., Resing, W., & Bleichrodt, N. (2004). Does cultural background influence the intellectual performance of children from immigrant groups? European Journal of Psychological Assessment: Official Organ of the European Association of Psychological Assessment, 20(1), 10–26. https://doi.org/10.1027/1015-5759.20.1.10
• Nurss, J. R., & McGauvran, M. E. (1974). Metropolitan Readiness Tests (Level II, Form P). Harcourt, Brace, Jovanovich.
• Oktay A. (1983). Okul olgunluğu, farklı sosyo-ekonomik ve kültürel ortamlarda yetişen çocuklarda okul olgunluğunun ölçülmesi [School readiness, measuring school readiness in children growing up in different socio-economic and cultural environments] (Associate professor thesis). Istanbul University.
• Polat-Unutkan, Ö. (2003). Marmara ilköğretime hazır oluş ölçeğinin geliştirilmesi ve standardizasyonu [Development and standardization of the Marmara primary school readiness scale] (Unpublished doctoral dissertation). Marmara University.
• Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20–31. https://doi.org/10.1016/j.ecresq.2014.08.001
• Schweinhart, L. J., Mcnair, S., Barnes, H., & Larner, A. M. (1993). Observing Young Children in Action to Assess their Development: The High/Scope Child Observation Record Study. Educational and Psychological Measurement, 53(2), 445-455. https://doi.org/10.1177/0013164493053002014
• Pianta, R., Cox, M., & Snow, K. (2007). School readiness and the transition to kindergarten in the era of accountability. Brookes Publishing
• Shuttleworth-Edwards, A. B. (2016). Generally representative is representative of none: commentary on the pitfalls of IQ test standardization in multicultural settings. The Clinical Neuropsychologist, 30(7), 975–998. https://doi.org/10.1080/13854046.2016.1204011
• Snow, C. E., & Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, and How. National Academies Press. ED555247.
• Sutter, C., Ontai, L. L., Nishina, A., Conger, K. J., Shilts, M. K., & Townsend, M. S. (2017). Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness. Early Child Development and Care, 187(9), 1433–1445. https://doi.org/10.1080/03004430.2016.1174933
• Şahi̇n, İ. T.,Sak, R., & Tuncer, N. (2013). Okul Öncesi ve Birinci Sınıf Öğretmenlerinin İlköğretime Hazırlık Sürecine İlişkin Görüşlerinin Karşılaştırılması [Comparison of Preschool and First Grade Teachers' Opinions on the Preparation Process for Primary Education]. Educational Sciences Theory & Practice. 3(3), 1691-1713. https://doi.org/10.12738/estp.2013.3.1665
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Okul öncesi dönemdeki çocuklar için kapsamlı bir Okula Hazırlık Değerlendirme Aracı (OHDA)

Yıl 2024, Cilt: 13 Sayı: 3, 266 – 287, 31.07.2024

Selcuk Sirin , Tülin Guler Yıldız , Ruyam Canan Tugberk

https://doi.org/10.19128/turje.1459608

Öz

Bu çalışma, okula hazırbulunuşluğun değerlendirilmesinde yeni bir ölçme aracı olan Okula Hazırlık Değerlendirme Aracı (OHDA)’nın psikometrik özelliklerini belirlemek için tasarlanmıştır. Bu araç, okul öncesi dönemdeki çocukların akademik, motor, sosyal-duygusal ve öz düzenleme becerilerini tahmin ederek okula hazır bulunuşluklarını değerlendirmeyi amaçlamaktadır. Hem akademik hem de motor beceriler çocuğun doğrudan gözlemlenmesiyle değerlendirilirken, sosyal-duygusal ve öz düzenleme becerileri öğretmen derecelendirmeleriyle değerlendirilir. Araştırmanın ilk aşamasına okul öncesi eğitime devam eden 228 çocuk ikinci aşamasına ise 185 çocuk katılmıştır. Sonuçlar, yeni ölçme aracının maddelerinin yeterli iç tutarlılığa sahip olduğunu göstermektedir. Ayrıca çalışmanın her iki aşamasında da görünüş (içerik) ve yapı geçerliliği (yani yakınsak ve eşzamanlı geçerlilik) konusunda güçlü kanıtlar mevcuttur. Genel olarak sonuçlar, OHDA’nın Türkiye’deki okul öncesi çocuklar arasında okula hazır bulunuşluk açısından umut verici yeni bir ölçme aracı olduğunu göstermektedir. Rastgele kontrol çalışmalarından elde edilen kanıtların yanı sıra kırsal kesimdeki çocuklar ve okul öncesi eğitime almayan çocuklar gibi çeşitli örneklemlerle psikometrik niteliklerini belirlemek için çalışmalar yapılmalıdır.

Anahtar Kelimeler

Okula hazırbulunuşluk, Okula Hazırlık Değerlendirme Aracı (OHDA), Ölçek geliştirme, Öz düzenleme, Sosyal-duygusal hazırbulunuşluk

Kaynakça

• Adato, B., & Bekman, S. (1989). Preliteracy and prenumeracy skills scale. Mother Child Education Foundation Press.
• Baydar, N., Küntay, A., Gökçen, F., & Cemalcılar, Z. (2013). Türkiye’de erken çocukluk gelişim ekolojileri araştırması II [Early childhood development ecologies research in Turkey II]. Retrieved from PdfViewer (trdizin.gov.tr)
• Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. The American Psychologist, 57(2), 111–127. https://doi.org/10.1037/0003-066x.57.2.111.
• Blair C, & Diamond A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology. 20(3):899-911. doi:10.1017/S0954579408000436
• Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: a developmental psychobiological approach. Annual Review of Psychology, 66(1), 711–731. https://doi.org/10.1146/annurev-psych-010814-015221.
• Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
• Bodrova, E. & Leong, D. J. (2017). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. 2nd Edition. Pearson Publishing.
• Boivin, M. J., Chounramany, C., Giordani, B., Xaisida, S., & Choulamountry, L. (1996). Validating a cognitive ability testing protocol with Lao children for community development applications. Neuropsychology, 10(4), 588–599. https://doi.org/10.1037/0894-4105.10.4.588
• Bracken, B. A. (1998). Bracken Basic Concept Scale-Revised, Examiner’s Manual. The Psychological Corporation. Harcourt Brace & Company.
• Bracken, B. A. (2002). Bracken School Readiness Assessment. The Psychological Corporation.
• Bronson, M. B., Goodson, B. D., Layzer, J. I., & Love, J. M. (1990). Child Behavior Rating Scale. Abt Associates.
• Broström, S. (2000). Transition to School. https://eric.ed.gov/?id=ED445814
• Canbulat, T. & Kırıktaş, H. (2016). İlkokula Hazır Bulunuşluk Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenilirlik Çalışması [The Development Scale of Readiness Primary School: Validity and Reliability Studies]. Academia Eğitim Araştırmaları Dergisi, 1(1), 26-35.
• Chi, S.A., Kim, S., & Kim, N. H. (2018). A study of school adjustment related variables of young children. South African Journal of Education, 38(2), 1-9. https://dx.doi.org/10.15700/saje.v38n2a1457.
• Dockett, S. & Perry, B. (1999). Starting school: What do the children say? Early Child Development and Care, 159(1), 107-119. https://doi.org/10.1080/0300443991590109.
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
• Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Russel-Sage, 47-70.
• Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test–Third Edition (PPVT-III) [Database record]. APA PsycTests. https://doi.org/10.1037/t15145-000
• Emond, A., & Coad, J. (2019). School readiness and transition into school (A. Emond, Ed.). Oxford University Press.
• Epir, S., & Yalaz, K. (1984). Urban Turkish children's performance on the Denver developmental screening test. Developmental Medicine & Child Neurology, 26(5), 632-643.
• Erdemir, E. (2022). Summer preschools for Syrian refugee and host community children in Turkey: A model of contextually sensitive early intervention. Early Education and Development, 33(5), 912–938. https://doi.org/10.1080/10409289.2021.1961426.
• Erkan, N. S., Elkin, N., Kavgaoğlu, D., Ocal Dörterler, S., & Kerigan, B. (2021). Views of kindergarten and first-grade teachers on school readiness. Theory and Practice in Child Development, 1(1), 1–24. https://doi.org/10.46303/tpicd.2021.2
• Ertürk Kara, G. (2017). The role of children’s behavioral skills in predicting early academic skills. Journal of International Social Research, 10(49), 432–441. https://doi.org/10.17719/jisr.2017.1595
• Ertürk Kara, H. G., Güler Yıldız, T., & Fındık, E. (2018). Erken Çocukluk Döneminde Öz Düzenleme İzleme, Değerlendirme ve Destekleme Yöntemleri [Methods of Monitoring, Assessing, and Supporting Self-Regulation in Early Childhood]. Anı.
• Geng, Z., Zeng, B., & Guo, L. (2024). Associations between behavioral, cognitive, and emotional self-regulation and academic and social outcomes among Chinese children: A meta-analysis. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-023-09840-3
• Güler Yıldız, T. (2022). Okul Öncesi Eğitimden İlköğretime Geçiş [Transition from preschool education to primary education]. In Diken, H.İ. (Ed.), Erken çocukluk eğitimi [Early childhood education] (pp. 451-473). Pegem Akademi.
• Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21(4), 431–454. https://doi.org/10.1016/j.ecresq.2006.09.005
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
• Koçyi̇ği̇t, S., & Kayılı, G. (2014). Examining school readiness of preschool children with different cognitive styles. Education and Science, 39(175). https://doi.org/10.15390/eb.2014.3449
• Koçyiğit, S., & Saban, A. (2014). Readiness for school, according to the perspectives of grade 1 teachers and parents. Kuramsal Eğitimbilim, 2014(4), 322–341. https://doi.org/10.5578/keg.6941
• Mangione, P. L., & Speth, T. (1998). The transition to elementary school: A framework for creating early childhood continuity through home, school, and community partnerships. The Elementary School Journal, 98(4), 381–397. https://doi.org/10.1086/461903
• McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302.
• McTurk, N., Lea, T., Robinson, G., Nutton, G., & Carapetis, J. R. (2011). Defining and assessing the school readiness of Indigenous Australian children. Australasian Journal of Early Childhood, 36(1), 69–76. https://doi.org/10.1177/183693911103600112
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage.
• Ministry of National Education – MoNE, (2012). Milli Eğitim Bakanlığı İlköğretim Kurumları Yönetmeliğinde Değişiklik Yapılmasına Dair Yönetmelik [Regulation on Amendments to the Regulation on Primary Education Institutions of the MoNE]. Başbakanlık Mevzuatı Geliştirme ve Yayın Genel Müdürlüğü (resmigazete.gov.tr)
• Ministry of National Education – MoNE, (2013). MoNE Preschool Education Program. MoNE Publishing.
• Mercan Uzun, E. & Alat, K. (2017). Okul Öncesi Dönemde Uygulanan “Okula Hazırız” Eğitim Programının İlkokul Birinci Sınıf Öğrencilerinin Hazırbulunuşluk Düzeylerine Etkisi. [Effect of the “We are Ready to School” Program on School Readiness Level of First Grade Students]. Ondokuz Mayis University Journal of Education Faculty. 36(2), 59-80.
• Mudrick, H. B., Robinson, J. L., & Brophy-Herb, H. E. (2020). Low-income children’s readiness for group-based learning at age 3 and prekindergarten outcomes at age 5. Journal of Early Childhood Research: ECR, 18(3), 259–274. https://doi.org/10.1177/1476718×19898740
• Nijenhuis, J.T, Tolboom, E., Resing, W., & Bleichrodt, N. (2004). Does cultural background influence the intellectual performance of children from immigrant groups? European Journal of Psychological Assessment: Official Organ of the European Association of Psychological Assessment, 20(1), 10–26. https://doi.org/10.1027/1015-5759.20.1.10
• Nurss, J. R., & McGauvran, M. E. (1974). Metropolitan Readiness Tests (Level II, Form P). Harcourt, Brace, Jovanovich.
• Oktay A. (1983). Okul olgunluğu, farklı sosyo-ekonomik ve kültürel ortamlarda yetişen çocuklarda okul olgunluğunun ölçülmesi [School readiness, measuring school readiness in children growing up in different socio-economic and cultural environments] (Associate professor thesis). Istanbul University.
• Polat-Unutkan, Ö. (2003). Marmara ilköğretime hazır oluş ölçeğinin geliştirilmesi ve standardizasyonu [Development and standardization of the Marmara primary school readiness scale] (Unpublished doctoral dissertation). Marmara University.
• Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20–31. https://doi.org/10.1016/j.ecresq.2014.08.001
• Schweinhart, L. J., Mcnair, S., Barnes, H., & Larner, A. M. (1993). Observing Young Children in Action to Assess their Development: The High/Scope Child Observation Record Study. Educational and Psychological Measurement, 53(2), 445-455. https://doi.org/10.1177/0013164493053002014
• Pianta, R., Cox, M., & Snow, K. (2007). School readiness and the transition to kindergarten in the era of accountability. Brookes Publishing
• Shuttleworth-Edwards, A. B. (2016). Generally representative is representative of none: commentary on the pitfalls of IQ test standardization in multicultural settings. The Clinical Neuropsychologist, 30(7), 975–998. https://doi.org/10.1080/13854046.2016.1204011
• Snow, C. E., & Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, and How. National Academies Press. ED555247.
• Sutter, C., Ontai, L. L., Nishina, A., Conger, K. J., Shilts, M. K., & Townsend, M. S. (2017). Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness. Early Child Development and Care, 187(9), 1433–1445. https://doi.org/10.1080/03004430.2016.1174933
• Şahi̇n, İ. T.,Sak, R., & Tuncer, N. (2013). Okul Öncesi ve Birinci Sınıf Öğretmenlerinin İlköğretime Hazırlık Sürecine İlişkin Görüşlerinin Karşılaştırılması [Comparison of Preschool and First Grade Teachers' Opinions on the Preparation Process for Primary Education]. Educational Sciences Theory & Practice. 3(3), 1691-1713. https://doi.org/10.12738/estp.2013.3.1665
• Tekin, H., & Koçyiğit, S. (2020). Öz Düzenleme Becerilerinin İlkokula Hazırbulunuşluk Üzerindeki Etkisi [The Impact of Self-Regulation Skills on School Readiness] Kastamonu Education Journal, 28(5), 1932-1945. https://doi.org/10.24106/kefdergi.3928
• United Nations Children’s Fund-UNICEF. (2012). School readiness: A conceptual framework. UNICEF.
• Uyanık, G., Bayındır, D., & Deği̇rmenci̇, Ş. (2021). Akademik ve sosyal duygusal okula hazir bulunuşluk ile öz düzenleme becerileri arasindaki ilişkinin incelenmesi [Associations between the academic and social emotional readiness and self regulation skills]. Elektronik Sosyal Bilimler Dergisi, 20(79), 1090–1104. https://doi.org/10.17755/esosder.811871
• Williams, P. G., Lerner, M. A., Council on Early Childhood, Council on School Health, Sells, J., Alderman, S. L., Hashikawa, A., Mendelsohn, A., McFadden, T., Navsaria, D., Peacock, G., Scholer, S., Takagishi, J., Vanderbilt, D., De Pinto, C. L., Attisha, E., Beers, N., Gibson, E., Gorski, P., … Weiss-Harrison, A. (2019). School readiness. Pediatrics, 144(2).https://doi.org/10.1542/peds.2019-1766
• Woodcock, R. W., McGrew, K. S., & Mather, N. (2001; 2007). Woodcock Johnson III Tests of Achievement. Rolling Meadows, IL: Riverside Publishing.
• Yorgun, E., & Sak, R. (2019). Yaygın olarak kullanılan ilkokula hazır bulunuşluğu değerlendirme araçlarının karşılaştırılması [Comparison of the widely used school readiness assessments]. [Paper presentation]. 6th International Multidisciplinary Studies Congress, April 26-27, (pp.311-321).

Toplam 55 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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