Search

This study was conducted to investigate the effect of a Self-Regulation Skills Education Program on self-regulation skills of six-year-old children. The nonequivalent control group was used in the study. The study group consists of 40 children. "General Information Form" and "Preschool Self-Regulation Assessment (PSRA)" were used as data collection tools. It was determined as a result of the study that the self-regulation skills posttest mean scores of the children in the experimental group differed significantly from their pretest mean scores. It was also found that the self-regulation posttest mean scores of the children in the experimental group were higher than the posttest mean scores of the children in the control group. The results of the study indicated that the Self-Regulation Skills Education Program promoted the development of self-regulation skills of children.

Objectives: The main purpose of the current study was to examine the effects of social information processing, self-regulation, and metacognition variables on ToM using path analysis. Methods: For this purpose, path analysis was conducted for the model established according to the relationships between the variables. Theory of mind task battery (ToMTB), Metacognitive Knowledge Interview (McKI), Schultz Test of Emotion Processing—Preliminary Version (STEP-P), and self-regulation scale were administered to 310 children aged 3–5 years. Results: The results show that social information processing (except STEP-P.P.B, one of the sub-dimensions of the STEP-P scale) has a significant effect on ToM through metacognition and self-regulation. Conclusions: In this context, it can be said that social information processing, metacognition, and self-regulation are effective in the development of ToM. [ABSTRACT FROM AUTHOR]

This study aims to conduct the Turkish adaptation, validity, and reliability study of the Theory of Mind Inventory-2 (TOMI-2) developed by Hutchins and Prelock (2016) for 3-5-year-old children. The study group consists of 310 mothers with children in the 3-5 age group in Konya city center. Personal Information Form and Theory of Mind Inventory-2 (TOMI-2) were used as data collection tools in the study. After the TOMI-2 was translated into Turkish, the normality assumption was checked with the "Shapiro-Wilk" test. The relationship between two continuous variables was evaluated with the Pearson Correlation Coefficient. Exploratory Factor Analysis, Confirmatory Factor Analysis, Content Validity, Criterion Validity, and Reliability analyses were also used in the study. The findings of the analyses show that the Turkish version of the TOMI-2 is a valid and reliable measurement tool for children aged 3-5, with 60 items in the original form. [ABSTRACT FROM AUTHOR]

This study was conducted to find an answer to the question of "Do social problem-solving skills of 5-6 years old children differentiate depending on the levels of maternal acceptance rejection?" The participants of the study included 359 5-6 years old children and their mothers. Wally Social Problem-Solving Test and PARQ (Parental Acceptance-Rejection Questionnaire) were used in the study. It was observed that the mean scores that the children got from Wally Social Problem-Solving Test for the social problem-solving skills differed at a statistically significant level according to the low, medium, and high rejection levels that mothers got from the PARQ. According to the scores obtained from "warmth/affection," "hostility/aggression," and "undifferentiated rejection" subscales of PARQ, social problem solving skill scores of the children in three groups, also differed in these three subscales depending on a rejection level of mothers. But it was determined that children's social problem-solving skill scores did not differentiate according to the scores obtained from "indifference/neglect" subscale. This result proves that the interaction between the children and the mothers that accept their children positively contributes to ability of the children's social problem-solving skills.

This study was conducted to analyse the validity and reliability of the Metacognitive Knowledge Interview Form (McKI) for 3-5 year old children. The study was designed in the general survey model, one of the quantitative research. The study group consists of 310 children in the 3-5 age group attending kindergartens affiliated to the Ministry of National Education in Konya City Centre in the 2019-2020 academic year. Metacognitive Knowledge Interview Form (McKI) and General Information Form were used to collect the research data. Content validity (expert opinion) and construct validity (confirmative factor analysis) were examined for validity studies of the test. Cronbach's alpha coefficient was calculated for the reliability of the measurements in terms of internal consistency, and Pearson correlation coefficient was calculated for independent inter-observer agreement and test-retest reliability. The analyses revealed that the Metacognitive Knowledge Form (McKI) is a valid and reliable test for 3-5 year old children. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine, through in-class observations, the messages preschool teachers use against children's undesirable behaviors, in order to warn the children and remove negative behaviors. The study group consisted of six preschool teachers. The messages used by preschool teachers against undesirable behaviors of children were observed with the "unstructured and nonparticipant observation" technique. Notes were taken, and voice recorder was used for recording data. In the analysis of the data obtained in the study, content analysis from qualitative research methods was used. According to the findings of the study, it was determined that in the face of the undesirable behaviors of children preschool teachers most commonly use solution messages from you-messages and least commonly use I-messages. (Contains 1 table.)

Copyright of International Anatolian Journal of Social Sciences / Uluslararasi Anadolu Sosyal Bilimler Dergisi is the property of Uluslararasi Anadolu Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)