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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 10 │ 2017 doi: 10.5281/zenodo.893601 THE EFFECT OF OBJECT STUDIES DONE WITH PRESCHOOL TERM CHILDREN IN TURKEY TO REASONING SKILLS Nisa Başara Baydilek1i Mehmet Arslan2 Araş. Gör. Dr. Adnan Menderes University, Turkey 1 Prof. Dr. Girne American University, Cyprus 2 Abstract: The aim of this study is to determine whether preschool term of years old children’s objects at their around changing of characteristic feature related to what they stand in good stead, efficiency depend on their ideas, having an impact on their reasoning skills or not. The study is designed at experimental design. Efficiencies of object oriented prepared by researcher are conducted by researcher at experimental group. As a result of the analysis: it is determined that there is a significant difference on behalf of experimental group in terms of reasoning skills both inductive and deductively about problems needed to think in a different situation from normal state of things had information or inductive experience in problems related to subjects had information or experience, in terms of attention skills and reasoning skills. It is determined that there is no significant difference among groups in problems needed to think others’ concerns. Keywords: reasoning, inductive, deductive, attention skills, preschool term 1. Introduction Children gain basic knowledge and skills that will support what they will learn ensuing years, at preschool years, learn thinking and understanding (Gürkan, 2008). They improve inborn powers, talents and mental acts within the bounds of possibility given postnatal (Düzce and Cinel, 2006). Therefore, families and preschool education institutions shoulder responsibility in these periods (Turla, 2006). Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 16 Nisa Başara Baydilek, Mehmet Arslan THE EFFECT OF OBJECT STUDIES DONE WITH PRESCHOOL TERM CHILDREN IN TURKEY TO REASONING SKILLS Inborn curiosity of the child provokes his/her desire to learn through natural ways. The child always questions to satisfy his/her curiosity and tries to understand what is going on around him/her Unutkan, . Commensally of the child’s immense curiosity, it is extremely important that scientific thought skills required having human of 21st century like deduction, induction, problem solving, cause and effect relationship to support at preschool period (Unutkan, 2006). Preschool classrooms give children regular opportunities to interact socially with teachers and peers and to engage with tasks. However, children may not engage in high-quality experiences evenly across the preschool day. Basic elements of classroom organization, including teachers’ use of different activity settings, may be associated with children’s frequency and quality of engagement with tasks and social partners (Kontos & Keyes, 1999; as cited in Vitiello, Booren, Downer and Williford, 2012). Pars and his friends (n. d.) indicate that reasoning is the most difficult ability that human have among the adaptabilities and has a positive way of thinking arriving resettle connectively his experiences. Baymur (1985) emphasizes that information increase, become widespread and deepen as a means of reasoning. Attention skill has a great importance on the child’s noticing substantial thing whatever it is and whichever it is, arguing its features himself and reaching the information. Ettrich ; as cited in Yaycı, indicates that mental development of person, his age and personal characteristics play a significant role in process of gathering attention. As to Davies and Parasuraman ; as cited in Yaycı, , the age variable affects attention more than gender. In recent years, there has been a notable shift in the field of early childhood education. Debates about how children learn and how best to teach them have taken a back seat to debates about what children should be learning during the preschool years. The school readiness movement has challenged the early childhood field to consider what knowledge and skills children need to learn in order to be adequately equipped for a successful transition into kindergarten (Barbarin and Wasik, 2009; Pianta, Cox, and Snow, 2007; as cited in Fuligni, Howes, Huang, Hong and Cinisomo, 2012). In the view of such information, we think that this study is important supporting of attention and reasoning skills for children. Contributing of these skills for children, directing their attention to situations children can encounter at all their life, seeing these situations from a different perspective, determining skills of proper idea and behavior and we may support them for using. For downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1042 European Journal of Education Studies - Volume 3 │ Issue 10 │ 2017 17