Gökhan Kayili

The effect of Montessori Method on cognitive tempo of Kindergarten children

ABSTRACT This study was undertaken to discover the effect of the Montessori Method on the cognitive tempo of 4–5-year-old children. Using an experimental pre-test–post-test paired control group design, the study sample included 60 children attending İhsan Doğramacı Applied Nursery School (affiliated to Selcuk University, Department of Health Sciences) in Konya during the 2015–2016 education year. The data of the study were collected using Kansas Reflection-Impulsivity Scale for Preschool – Form A. The tests were administered to children before and after the treatment and a follow-up test was administered to the treatment group six weeks following the completion of the treatment. The statistical analyses of the research data were done using Mann–Whitney U test and Wilcoxon Signed Rank Test. The results of the study indicated that the Montessori Method decreases the number of errors and extends the reflection time among the preschool children in the treatment group.

Farklı Bilişsel Tempoya Sahip Anaokulu Çocuklarının İlkokula Hazır Bulunuşluklarının İncelenmesi

In this study school readiness of five-six year old children for primary school according to their cognitive styles. Study group is composed of 227 five-six year old children attending nursery classes or kindergartens at preschool institutions in districts of Konya city center. Kansas Reflection-Impulsivity Scale for Preschoolers Form A (KRISP) was used in order to identify study group children’s reflective-impulsive cognitive styles, and Metropolitan Readiness Test, Preschool and Kindergarten Behavior Scale Form A (PKBS) and Peabody Picture-Vocabulary Test were used to determine their school readiness. Discrimination analysis was done to find out how correctly children were classified into groups with reflective-impulsive cognitive styles. Scores that groups got from tests were analyzed using independent samples t-test and SPSS 16.0 package program. In order to examine the effect size Cohen d value was calculated. General result found out at the end of the study is that school readiness of preschool children differs in favor of children with reflective cognitive style.

The effects of Orff-based attention-enhancing music education programme on impulsive preschool children’s cognitive tempo

ABSTRACT This research investigated the effects of Orff-based attention-enhancing music education programme on impulsive preschool children’s cognitive tempo. The research was conducted using a quasi-experimental pretest–posttest control group design. Thirty preschoolers were included in this research; 15 in the experimental and 15 in the control groups. Research data was collected using Kansas Reflection-Impulsivity Scale for Preschoolers. Impulsive children were assigned to control and experimental groups. Besides traditional preschool education programme, children in the experimental group received a 36-session Orff-based attention-enhancing music education twice a week. Results showed that impulsive children in the experimental group reduced their number of errors and increased the length of reflection time compared to those in the control group. In line with this finding, it can be suggested that Orff-based attention-enhancing music education programme contributes positively to the cognitive tempo of impulsive preschool children, and it demonstrates long-term effects.

A comparison of preschool children’s communication and emotional skills on the basis of their cognitive tempos

ABSTRACT The purpose of the present study was to investigate whether the communication and emotional skills of preschoolers differ on the basis of their reflection and impulsivity. The sample of the study comprised 227 (5–6 years old) students attending nursery classes and nursery schools in central districts of Konya. Kansas Reflection–Impulsivity Scale for Preschoolers (KRISP)-Form A developed by Wright, J. C. [(1971). KRISP Kansas reflection–impulsivity scale for preschoolers. Lawrence: University of Kansas] was used to determine the reflective–impulsive cognitive tempos of children. Communication skills of the children were measured using the Communication Skills Scale developed by Görgülü, F. [(2009) [Drama destekli kubaşık öğrenme etkinliklerinin okul öncesi 5–6 yaş çocuklarının iletişim becerilerine etkisi. Yayınlanmamış yüksek lisans tezi. Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü, Aydın], and emotional skills were analysed with the Assessment of Children’s Emotions Scale developed by Schultz, D., & Izard, C. E. (1998) [Assessment of children’s emotions scales (ACES). University of Delaware, Newark: Assessment Tool] and adapted to Turkish by Durmuşoğlu Saltalı, N., Deniz, M. E., Çeliköz, N., & Arı, R. (2009) [Altı yaş çocukları için duygusal becerilerin değerlendirilmesi testi’nin (ACES) TTürkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(1), 403–420]. The results indicated that preschool children’s scores of communication and emotional skills show a difference favouring those who have a reflective–cognitive tempo.