Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Turkey
Approval Date: 2015
Thesis Language: Turkish
Student: Hakan Şahin
Supervisor: ESRA ÖMEROĞLU
Abstract:This study has been carried out to investigate of the Effect of the Psychosocial Development-Based Education Programme to the Emotional Intelligence and Skills of Problem Solving of the Children who Attend Pre-schoolclass. 40 children who take preschoolclass education in a primary school in Kecioren district in Ankara in 2014-2015 academic years has been formed the study group of research by the purposed sampling method. 20 children who take education in the morning for the control group and 20 children who take education in the pre-schoolclass in the afternoon for the experimental group have been chosen for the research. The General Information Form, The Scale of Problem Solving Skills, The Scale of Sullivan Children's Emotional Intelligence, Sullivan Brief Empathy Scale for Children and The Evaluating Scale of Children's Emotional Intelligence for Sullivan Teachers have been used to collect data as a tool for the study. Psychosocial Development-Based Education Program that has been prepared by the researcher has been applied to the children who are in the experimental group for three days throughout the twelve weeks. The scales have been re-applied to the children who are in the experimental group after three weeks, when the education programme has been completed in order to determine the persistence of the education. Mann-Whitney U test has been used to test whether the difference points in the scale in the pre-test, post-test which has been applied in the control group and the pre-test, post-test and the retention test which have been applied to the experimental group. Wilcoxon signed rank test has been used for the intra-group pre-testpost- test comparisons and post-test for the retention test comparison. The relationship between the children's emotional intelligence levels and problem solving skill levels have been analyzed with the helping of Spearman Correlation Coefficients. While the results were interpreting, 0,05 has been used for the significance level. In the result of research, it was determined that there was significant differences in emotional intelligence and problem-solving skills of the children in the experimental group who took Psychosocial Development-Based Education Program (p<0.05). It has been seen that there was a significant relationship between emotional intelligence and problem solving skills scores points after education (p<0.05). This relationship is positive and strong correlation (r = 0,865). As the problem solving scores increased, emotional intelligence scores were observed to be increased. In addition, three weeks later, the last test is also applied to the experimental group that the effect of training protected has been showed by the consistency test (p<0.05). In line with these results, it has been seen that the educational programs support children's problem solving skills and emotional intelligence and problem solving skills and emotional intelligence skills have been also significantly affected. In this reason, the educational programs at all stages of their children's problem solving skills training, emotional intelligence supporting by the various activities should be strengthened. Thus, as the development of children's problem-solving skills, recognizing emotions of children have been supported and it has also provided them the ability to understand and manage to win. The children who have increased their emotional intelligence, they have also improved their problem-solving skills. According to these results, their children's problem solving skills and emotional intelligence skills, and supporting training programs, recognizing the feelings of the children, such as can be achieved by gaining the ability to understand and manage; understanding the problem and identifying, collecting necessary information to solve the problem, determining of problem solving methods, selecting the most appropriate solution to the problem, the implementation of the solutions identified to the problem, solution and evaluation skills of the problem should be also improved.