Abstract
Accepted: 30.01.2015 This research is conducted as a causal comparative research with the purpose of examining the effect of gender, preschool attendance duration and type of preschool education institution on auditory reasoning and processing skills of six-year old children who are attending to preschool. Participants are composed of children who are between 60 and 72 months old and attending to private and public kindergartens in Konya and include 314 children. Test of Auditory Reasoning and Processing Skills were used to collect the data in the study. Data were analyzed within dependent samples t test and oneway ANOVA. Findings of study revealed that auditory reasoning and processing skills of children did not differ according to gender. However, auditory reasoning and processing skills of children having 3 yearpreschool education was statistically significantly higher than those having 2 and 1 yearpreschool education and of children having 2year preschool education was statistically significantly higher than those having 1 year of preschool education. Auditory reasoning and processing skills of children attending to independent kindergartens were also found statistically significantly higher than those attending to nursery classes. As specified in research results, preschool education support children’s auditory reasoning and processing skills. Therefore, preschool education must be started in earlier ages instead of one year before elementary education.
Highlights
Requirements of the current age make it necessary for individuals to recognize themselves and their surroundings well, to be able to analyze and interpret cause and effect relationships between events and situations they face, be a kind of persons that can offer their own solution to different problems
Auditory reasoning and processing skills of children attending to independent kindergartens were found statistically significantly higher than those attending to nursery classes
The participants includes 314 children; 156 female children, 158 male children. 177 of participants consisted of children having 1 year preschool education, 91 of them consisted of children having 2 year preschool education and 46 of them of those having 3 year preschool education
Summary
Requirements of the current age make it necessary for individuals to recognize themselves and their surroundings well, to be able to analyze and interpret cause and effect relationships between events and situations they face, be a kind of persons that can offer their own solution to different problems. Erbay their ability to think about their perceptions, to make comments out of their perceptions within the frame of reason and results and find solutions to problems by diagnosing similarities and differences and organizing these relations (Gardner, 1993) All these skills enable children to solve problems by creating a reason-result relationship and discovering new solutions. They reinforce creativity and provide children with the necessary knowledge and experience and they act as a guide to transfer their knowledge and experience to real life practices (Erbay, 2009)
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