A Study on the Effects of Socioeconomic Status on the Concept Development of Kindergarten Children

By Aynur Bütün Ayhan, Arzu Ergişi and Neriman Aral.

Published by The International Journal of Early Childhood Learning

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Article: Print $US10.00
Article: Electronic $US5.00

This study aimed to analyze the effects of socioeconomic status on the concept development of kindergarten children. Participants were a total of 222 children, 80 from the lower, 62 from the middle and 80 from the high socioeconomic status, who were attending the kindergartens of elementary schools located in Ankara, Turkey, and affiliated with the Ministry of Education. Data were collected by using a “General Information Form,” which was developed by the researchers in order to obtain information about the children and their families; and the Bracken Basic Concept Scale (Revised Form) which was developed by Bracken (1998) and adapted for six-year-old (60–72 months) Turkish children by Bütün Ayhan and Aral (2007) in order to determine the conceptual development of children. The results showed that the socioeconomic status of children led to significant differences in their concept development except in the letters subdimension. When the mean scores are analyzed, it can be seen that as socioeconomic status increases, so do children’s mean concept scores.

Keywords: Preschool Period, Concept Development, Socioeconomic Status

The International Journal of Early Childhood Learning, Volume 19, Issue 2, pp.1-10. Article: Print (Spiral Bound). Article: Electronic (PDF File; 445.068KB).

Assoc. Prof. Aynur Bütün Ayhan

Associate Professor Doctor, Child Development, Ankara University Faculty of Health Sciences, Department of Child Development, Ankara, Ankara, Turkey

Arzu Ergişi

Doctorate Student, Child Development, Ankara University Practice Nursery School 2, Ankara, Turkey

Dr. Neriman Aral

Professor Doctor, Child Development, Ankara University Faculty of Health Sciences, Department of Child Development, Ankara, Turkey