پديد آورندگان :
باقري، صرفناز نويسنده كارشناس ارشد تحقيقات آموزشي , , خاني، منيژه نويسنده دانشجوي كارشناسي ارشد روان‌شناسي تربيتي ,
كليدواژه :
آموزش پيش‌دبستاني , مهارت , هوش , عزت نفس , ارزش‌هاي ديني
چكيده فارسي :
هدف اين تحقيق مقايسه اثربخشي آموزش‌هاي مراكز پيش‌دبستاني تحت پوشش بهزيستي و آموزش و پرورش در نوآموزان دختر و پسر با كنترل هوش بود. تحقيق از نوع علّي ـ مقايسه‌اي و جامعه‌ي آماري متشكل از نوآموزان مراكز پيش‌دبستاني تحت پوشش بهزيستي و آموزش و پرورش شهر تبريز بود. نمونه شامل 240 نوآموز (120 پسر و 120 دختر) از 60 مركز بود كه با روش تصادفي چندمرحله‌اي انتخاب شدند. ابزارهاي مورد استفاده در پژوهش، آزمون هوش ريون براي كودكان، آزمون‌هاي مهارت‌هاي رياضي و علوم، مصاحبه‌ي سازمان يافته ارزش‌هاي ديني، پرسشنامه عزت نفس كودكان، مهارت‌هاي اجتماعي وايلند، فرم ارزيابي مهارت‌هاي حركتي، قسمت آزمون كلامي هوش وكسلر و نقاشي آدمك گوديناف بود. داده‌ها با استفاده از تحليل كواريانس مورد تجزيه و تحليل قرار گرفت. نتايج نشان داد كه با كنترل هوش، بين ميانگين نمرات نوآموزان مراكز تحت پوشش بهزيستي و آموزش و پرورش از نظر مهارت‌هاي علوم تفاوت معناداري وجود دارد و ميانگين نمرات نوآموزان مراكز بهزيستي بيشتر است. از لحاظ آشنايي با ارزش‌هاي ديني، عزت نفس و مهارت‌هاي حركتي بر حسب نوع مراكز تفاوت معناداري وجود دارد و ميانگين نمرات مراكز تحت پوشش آموزش و پرورش بالاتر است. بين عزت نفس و مهارت كلامي دو جنس تفاوت معناداري وجود دارد و ميانگين نمرات دختران بالاتر است. اثر تعاملي جنسيت و نوع مركز پيش‌دبستاني روي مهارت‌هاي اجتماعي نوآموزان معنا‌دار است.
چكيده لاتين :
Introduction
Children are considered as the most valuable and richest assets of each society. They are born with an innate ability to learn. It is the first and the most important step of each society to follow the path of development. Since children form the future world, it is vital to equip them well to face the ever changing world they will encounter. The preschool year is full of problems and at the same time chances for experiencing and learning, and children, having a positive attitude and behavior in this period, can develop their abilities to learn and share work. Recently this great responsibility has been devoted to preschool educational system. At present before formally entering school, children spend a year in preschool educational system which is directed by welfare organization or educational ministry. Each of the preschool centers develops specific aspects of skills. It is necessary to do research on the effectiveness of the activities of these centers to improve the educational outcomes for children. The purpose of this article is to compare the effectiveness of training in preschool centers of welfare organization and ministry of education for male and female students after controlling for their IQ.
Method
The research method of this study is descriptive and comparative. The statistical population of the study included all the male and female preschool students of Tabriz in the academic year 1386-87. Multistage random sampling was employed to select a total of 240 students (120 females and 120 males) from 60 centers. The data collection instruments were REVEN IQ test for children, tests of mathematic and sciences skills, structured interview of religious values, children self-esteem questionnaire, evaluative form of motion skills, Vine Land’s social skills, verbal section of Wechsler’s IQ test, and Goodenough’s drawing test.
Research hypotheses
1. With IQ being controlled, children are different in math skills according to their gender and the preschool centers they attend. 2. With IQ being controlled, children are different in their knowledge of sciences according to their gender and the preschool centers they attend. 3. With IQ being controlled, children are different in their interest in religious values according to their gender and the preschool centers they attend. 4. With IQ being controlled, children are different in coordination and development of motor skills according to their gender and the preschool centers they attend. 5. With IQ being controlled, children are different in painting skills according to their gender and the preschool centers they attend. 6. With IQ being controlled, children are different in self-esteem according to their gender and the preschool centers they attend. 7. With IQ and family being controlled, children are different in verbal skills according to their gender and the preschool centers they attend. 8. With IQ being controlled, children are different in social skills according to their gender and the preschool centers they attend.
Results
The results of the study provided support for all the research hypotheses; that is, the results indicated that the preschool centers supervised by the welfare organization and ministry of education are significantly different in terms of the math, sciences, painting, verbal, social and motor skills, as well as religious values and self-esteem.
Discussion
It can be concluded from the results of this study that education centers and welfare organization have significant differences which are probably related to the possibilities, environment, etc. Also, there are differences between male and female students coming probably from types of socialization, parental rearing styles, facilities available and the environment where children live.
Keywords: preschool education, intelligence, skill, religion values, self-esteem.
