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dc.contributor.advisorBumin, Gonca
dc.contributor.authorAydöner, Selen
dc.date.accessioned2022-07-07T08:32:57Z
dc.date.issued2022
dc.date.submitted2022-06-23
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dc.identifier.urihttp://hdl.handle.net/11655/26499
dc.description.abstractThis study was planned to investigate the relationship between sensory processing, motor and cognitive skills with school readiness of preschool children. 140 children attending kindergarten between 60-72 months were participated in the study. Sensory Profile (SP) was used to assess participants' sensory processing skills, Bruininks-Oseretsky Test 2- Short Form (BOT2-SF) was used to assess motor skills, Childhood Executive Functions Inventory (CHEXI) and Test of Visual Perception Skills-3 (TVPS-3) were used to assess cognitive skills, and the Scale of Readiness Primary School (SRPS) was used to assess the school readiness of children. Preschool children's hearing, vision, vestibular, touch, and multi-sensory (p<0.001) and oral processings (p<0.05); motor and visual perception skills (p<0.001), and executive functions (p<0.01) affect children's school readiness level and they were found to be statistically significant. It was determined that the skill that most affected the school readiness level of preschool children was motor skills (p<0.001). Sensory processing, motor, and cognitive skills have an important role in preschool children's school readiness. It is thought that these skills should consider while evaluating the school readiness of the child, and strategies to develop these skills should be included in intervention programs in future studies.tr_TR
dc.language.isoturtr_TR
dc.publisherSağlık Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectOkula Hazırbulunuşluktr_TR
dc.subjectDuyusal İşlemlemetr_TR
dc.subjectMotor Becerilertr_TR
dc.subjectBilişsel Becerilertr_TR
dc.subject.lcshGenel tıp. Sağlık mesleğitr_TR
dc.titleOkul Öncesi Çocuklarda Duyusal İşlemleme, Motor ve Bilişsel Becerilerin Okula Hazırbulunuşluk ile İlişkisinin İncelenmesitr_TR
dc.typeinfo:eu-repo/semantics/masterThesistr_TR
dc.description.ozetBu çalışma okul öncesi çocukların duyusal işlemleme, motor ve bilişsel becerilerinin okula hazırbulunuşluk ile ilişkisini araştırmak için planlandı. Çalışmaya 60-72 ay aralığında anasınıfına giden 140 çocuk katıldı. Katılımcıların duyusal işlemleme becerilerini değerlendirmek için Duyu Profili Anketi (DPA), motor becerilerini değerlendirmek için Bruininks-Oseretsky Testi 2- Kısa Form (BOT2-KF), bilişsel becerileri kapsamında yürütücü işlevlerini değerlendirmek için Çocukluk Dönemi Yürütücü İşlevler Envanteri (ÇDYİE), görsel algı becerilerini değerlendirmek için Görsel Algı Becerileri Testi-3 (GABT-3), okula hazırbulunuşluğunu değerlendirmek için İlkokula Hazır Bulunuşluk Ölçeği (İHBÖ) kullanıldı. Okul öncesi çocukların duyma, görme, vestibüler, dokunma ve çoklu duysal işlemleri (p<0,001) ve oral işleminin (p<0,05); motor ve görsel algı becerilerinin (p<0,001) ve yürütücü işlevlerin (p<0,01) okula hazırbulunuşluk düzeyi üzerine etkisi istatistiksel olarak anlamlı bulundu. Okul öncesi çocukların okula hazırbulunuşluk düzeyini en fazla etkileyen becerinin motor beceriler olduğu tespit edildi (p<0,001). Okul öncesi çocukların okula hazırbulunuşluğunda duyusal işlemleme becerileri, motor beceriler, yürütücü işlevler ve görsel algı becerileri önemli rol oynamaktadır. İlerideki çalışmaların çocuğun okula hazırbulunuşluğunu değerlendirirken bu becerileri göz önünde bulundurması ve bu becerileri geliştirecek stratejilerin müdahale programlarına dahil edilmesi gerektiği düşünülmektedir.tr_TR
dc.contributor.departmentErgoterapitr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift2022-07-07T08:32:57Z
dc.fundingYoktr_TR
dc.subtypeprojecttr_TR


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