A comperative analysis of moral and social rule knowledges of the children who attended and did not attend nursery schools in terms of different variables Okul öncesi eǧitim kurumuna devam eden ve etmeyen çocuklarin ahlaki ve sosyal kural bilgilerinin çeşitli deǧişkenler açisindan karşilaştirmali olarak analizi

SEÇER Z., Sari H.

Milli Egitim, sa.172, ss.126-142, 2007 (Scopus, TRDizin) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: Sayı: 172
  • Basım Tarihi: 2007
  • Dergi Adı: Milli Egitim
  • Derginin Tarandığı İndeksler: Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.126-142
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet

Özet

Preschool education includes the activities to be supported for children's social and moral development. Literature reports that the children who attended nursery schools have tendencies to be more successful, active and social than the others who did not attend that kind of schools in the long term. Therefore, the aim of this research is to elucidate whether there is any difference between the children's knowledges about moral and social rules, who attend nursery schools or do not. The sample of this research consisted of 120 children, 60 children attended and 60 did not attend nursery schools. The data were collected using 10 pictures developed by Smetana (1981). The data collected in this research from the participants who are between the ages of 4 and 6 years were analysed with the help of Mann-Whithney-U statistics technigue and the "t" test. The result of this study is that preschool education should be compulsory for each child because it helps develop their knowledges about moral and social rules, which support their other developmental areas.