Anaokulu eğitimi alan ve almayan çocukların ilkokul birinci sınıftaki akademik başarı ve ruhsal uyum davranışlarının karşılaştırmalı olarak incelenmesi

Abstract

Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310

Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310Teacher's attitude on psychological adaptation behaviors in kindergarten and primary school are found effective Cp<0.05). Whether or not the kindergarten experience of ail children have. Found not so important, the points that they recorded in elementary school (p>0.05). The children attended any kind kindergarten, founded more successful in primary school with respect to not attended ones (p<0.05). Duration of kindergarten attandance is an important factor for children's primary school success (p<0.05). > Academic success points distribution according the sex are not so important statistically (p>0.05). It is determined that both kindergarten and primary school psychological adaptation problems influenced to academic success of children (p<0.05). It is also observed and found that training models of kindergarten are statistically important for academic achievement of children (p<0.05). Kindergarten and primary school teacher attitude have effects on children academic success in statistically (p<0.05). 309While the points obtained kindergarten trained and untrained children in the first grade of primary school. Subjects concerning writing and reading, mathematics in general. Turiksh in general and academic success are found statistically important (p<0.05) but not important of differences in sex (p>0.05). Keeping in mind that education continuity and development of preschool and primary programs have to be parallel each other. So it is cleared once more without any doubt. For this reason it is adviceable that in the first years programs specially should be re- arranged in the frame of completeness. 310