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This study aims to evaluate the responses of primary school children to the pandemic, based on the statements of their parents. In the study, the descriptive survey model was used. The study group consists of parents whose children attend a private primary school in the province of Manisa, Turkey. The 'General Information Form' and the 'Children's Response to the Pandemic Scale' were used for data collection in the study. In the data analysis, the t-test was used. As a result of the study, it was found that responses of the children whose parents aged 36 and over, who had an undergraduate degree and above, and whose families had three or more children were perceived as riskier according to their fathers. It was found that the presence of a COVID-19 history in the family and the presence of individuals who have died due to COVID-19 negatively affect the behavior of children during the pandemic. The male children were found to be more affected by the pandemic than female children. In this context, in order to support the healthy development of children, training programs can be planned and implemented to inform families about the disease and bereavement process in order to be able to support the healthy development of children. [This article was presented as an oral presentation at the International Cappadocia Scientific Research Congress held in Nevsehir on December 15-17, 2021.]

The aim of the study is to examine the relationship between preschool teachers' reflective thinking tendencies and children's creativity. The study is in general screening model and was conducted with preschool teachers, and normally developing children attending kindergarten, primary school and secondary school in Konya city center in the 2020-2021 academic year. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly according to professional seniority. When the relationship between pre-school teachers' reflective thinking tendencies and children's creativity was examined in the study, a negative and significant relationship was found between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency, and fluency and originality, which are the sub-dimensions of creativity.

In this study, it was aimed to examine the effect of training given to mothers about home accidents and safety measures. The study, which was planned with the convergent parallel mixed method model, was carried out with mothers residing in Mamak District of Ankara Province. In the quantitative dimension of the study, a single group pre-test-post-test design model was used, and in the qualitative part, phenomenological case design was used. As a result of the study, it was determined that the post-test mean scores of the mothers were significantly higher than the pre-test mean scores, and the knowledge of the mothers about home accidents increased at a high rate after the training. Based on the results obtained from the study, suggestions were made for carrying out dissemination studies for home accidents, training fathers for home accidents, and making home visits in training.

In the study, the effect of art education program given to gypsy children on children's creativity was examined. The study group of the study consisted of 51 gypsy children in the 5 to 6 years age group who show normal development and who attend private, official, independent kindergartens and kindergartens in primary schools under the Ministry of National Education in the Doganlar district of Karatay county of Konya province. Art education program was applied to gypsy children for twelve weeks. When the creative skills scale pretest-posttest mean scores were examined, a significant difference was obtained in each of the drawing and categories sub-dimensions and home and school evaluation scales. There was no significant relationship between the creativity levels of the gypsy children and their post-test scores. A significant difference was found between the ages of the children and the creativity post-test scores. In line with this result, it was observed that the art education program applied to gypsy children has a positive effect on children's creativity.

This study was conducted in a survey model in order to compare the drawing development of gifted and children of normal development in the Scheme Period (7-9 years). A simple random sampling method has been included in the study of 122 gifted children with 135 children of normal development. In the study, the data were collected via the drawings of the children, and as a data collection tool, the Drawing Evaluation Form, was used. The pictures that the children made were evaluated by the researcher and a painting teacher using the Drawing Evaluation Form. The data analysed using descriptive statistics and 2 × 2 analysis of variance showed that drawing characteristics of gifted and children of normal development are similar; it was also found that the difference between boys and girls was not significant, and that the drawings of children who showed non-gifted differed according to the age. [This study was presented as a verbal presentation at the V. International Congress of Gifted and Talented Children and Education Held on 4-6 May 2018.]

This study investigated factors that are associated with the creative motor skills of young children. We recruited through random sampling 233 typically developing children attending preschool or kindergarten in Afyonkarahisar, Turkey. We administered a "General Information Form" to gather the children's demographic characteristics and the "Thinking Creatively in Action and Movement Test" to evaluate the children's creative motor skills level. We analyzed the children and familys' demographic characteristics with frequency and percentage values, and we analyzed the TCAM with multiple linear regression analysis to determine whether independent variables predicted creativity on the TCAM. Our results showed that, among the sub-dimensions of the TCAM, the mother's age and profession best predicted the sub-dimension of fluency and the mother's profession best predicted the sub-dimension of novelty. Regarding, the sub-dimension of children's creative motor-imagination, neither the children's gender or age, the parents' age, education or occupation were significant predictors.

Last five decades have witnessed the comprehensive growth of science education around the world as the science is regarded as the major tenets of innovation and economic growth. Various extant studies on science education have concentrate on how to deliver and put the science in both curriculum and classrooms. However, there are rarely researches on the evaluation of the science curriculum and its impact on the scientific skills. Likewise, despite the science curricula being implemented from the 2009 onward in Ankara Children's University, they have not yet been evaluated so far. This is the why it is essential for the evaluation of them due to the changes in the national science curricula and technological developments. This study aims at evaluating to update, change, or reform the science curricula in terms of learning objectives, content, learning activities, and the evaluation. Utilizing the mixed method, the study group was composed of 1,218 participating children and nine science educators. Program evaluation and semi-structured interview forms were developed to collect the data. Then, the QUAN&QUAL data were analyzed by the programs. The findings are as the followings: the curricula meet the expectations of children and help them to learn something new and to develop the skills to use in daily lives. Moreover, the top three things mostly liked are the play-based activities, learning something new and learning further about animals. Science educators have mentioned that children's sense of curiosity, their active participation, and questions throughout the enactment of the science curricula made them happy.

In this study, the creativity of preschool children was examined in terms of their courage value, and competition. The sample group of the study consists of 141 children aged 60-72 months who live in the city center of Konya, Turkey in the 2019-2020 academic year. Children were determined by simple random sampling. Consent form was obtained from the families of the children. In the study, it was observed that there was a positive and significant relationship between the creativity of preschool children and their courage and competition. In line with these results, both parents and pre-school teachers can be informed about the importance of the issue in supporting the creativity of preschool children about the importance of courage and competition situations.

Problem statement: An individual's childhood years are pre-school period years when he/she makes progress in every aspect of development. Before getting to know his inner circle, the child starts to know himself/herself first. People's opinions about the child are highly important as long as these people are close to the child and valuable for him/her. As a result of these people's negative or positive opinions about the child, he/she creates a negative or positive self concept. Purpose of Study: Thus, the aim of this study is to analyze self concept of children, who are currently in pre-school period, in terms of various factors. Method: 393 children, who are currently pre-school students in nursery schools and kindergartens that are affiliated to Afyonkarahisar Provincial Directorate of Turkish Ministry of National Education, are included in the sample. For collecting the data, ''General Information Form'' including information about the children and '' Child's Perception of Self Concept'' assessment tool, which was developed to assess five-six years old children's self concept, were used. Finding and Result: As a result of the study, children's self concepts were highly different according to the type of school, their age and the educational background of their fathers. Recommendations: From this point of view, various suggestions, such as informing parents about the factors that are effective in forming self concept as well as informing them about the education that children get in the family and in pre-school institutions are effective for children's later years and carrying out studies about these development areas, are addressed to the parents, teachers and researchers.

In this study, our objective was to examine the relationship between the self-perception and sexual development of children aged between five and six. The study group of the study included 110 children in the five-six age group attending pre-primary education institutions in Erzincan city center and their mothers. As part of this research, the DeMoulin Self-Concept Scale for Children was used to evaluate the children's self-perceptions, and the Family Form of the Selcuk Sexual Development Scale-Sexual Identity and Gender-Related Behavior Subscale for mothers was used to evaluate the children's sexual development. As a result of the research, we found that, in fact, there is a relationship between sexual identity and self-efficacy and self-esteem, which are the sub-dimensions of self-perception. We found that self-efficacy is a significant predictor of sexual identity; however, we could not establish unequivocally that there was a significant relationship between gender-related behavior and self-efficacy and self-esteem.

This study aimed to examine the effects of Montessori Education on children's self-regulation skills in the preschool period. The study had a 2 x 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children's self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion.

This article aimed to analyze aggression–victimization differentiation in middle-school students by empathy level, gender, and grade level. A total of 260 students living in a middle-low-socioeconomic region of Ankara, Turkey, participated in the study (mean age = 12.89, standard deviation = 0.96). Results indicated that the students were more likely to be victims of violent behaviors rather than being aggressors. We found a high probability that victims could become aggressors or vice versa. There were no significant differences between empathy and victimization–aggression. Besides, the results revealed that boys were more prone to being victims and aggressors, especially concerning physical–verbal aggression and harming properties. However, girls were more likely to be victims of isolation and—to a lesser extent—verbal aggression. We discussed these results in light of literature. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the play skills of children with typical development and those with speech and language disorders (SLD) based on gender, the presence of siblings, and parents' education levels. There were 270 children included in the study's sample. In the study, 'The Play Behaviour Scale' was used. Reticent behaviour scores of girls with SLD were significantly higher than those of boys, and scuffle play, scores of typically developing boys were significantly higher than those of girls. The social play scores of children with SLD were statistically significant when they had a sibling. Children whose parents had a high school education or less had considerably higher scuffle play ratings than children whose parents had a university degree or above. Consequently, it was observed that demographic variables influenced the play skills of children with SLD. Defining these children's play behaviours based on various variables will be beneficial for creating intervention programmes. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the opinions of mothers who had children with special needs attending inclusive elementary schools regarding inclusive practice. With this purpose, 11 mothers with children attending the first, second and third grades of inclusive elementary schools affiliated to the Ministry of National Education in the Edirne province were interviewed. In this phenomenological study, the data collected through interviews was analyzed with content analysis. The results showed that the mothers were not adequately knowledgeable on the subject of inclusion. In the study, most of the mothers said that the similarities between the child with special needs and normally developing children were mostly physical, that the orthopedic impairment group could benefit more from inclusion, that adjustments were made in the child's seating in the educational environment and that during the course of inclusion they required educational support services most of all. In addition, most of the mothers experienced various difficulties in inclusive education concerning lessons, enrolling the child to school and class, and transportation of the child to and from the school.

Objectives: empathy brings people closer and facilitates communication in almost all the fields of daily life. Having been an important dimension of foster care, empathetic skills should be developed in a foster family. In this study, we aimed to determine the empathic level of the foster families. Methods: this cross-sectional study on foster families was performed in Turkey. Research data was collected from 124 fosters parents. Two instruments were used in the survey: the personal information form and the Basic Empathy Scale. The volunteers were chosen by applying a non-probability sampling method, i.e. the "snowball" method. The data were analyzed using SPSS statistical software, Version 18.0. Results, The foster parents had a mean age of 48.37 ± 9.36. Most of foster carers (89.5%) were married. 76.6% of foster families had their own biological child, among them, 29.5% had one, 54.7% had two, and 15.8% had three children. The percentage of foster families that preferred female, and male children, were 76.6%, and 23.4%, respectively. Among the children, who had been placed in foster parent households, 42.7% aged less than 3 years, 31.5% between 4-6 years, and 25.8% more than 7 years. The ratio of parents, who defined foster family concept as "social responsibility," "protection," "own age," and "charity" were 76.6%, 71.1%, 58.1%, and 45.2%, respectively. The ratio of those, who thought that to be a foster carer matured a person, was 62.9%, whereas the ratio of those, who emphasized that they became role model for their environment, was 77.4%. The subjects were asked to empathize with the relevant biological families, and that 59.7% gave first priority to "I want to be sure about my child's safety", 29.8% to "I want to be sure that my child is in good hands", 7.3% to "I want to see that my child is valued". Also 56.5% of foster families pointed out that they were disturbed by the idea that one they the child might be sent back to his/her biological family. General Cronbach's alpha co-efficient of the instrument was found to be 0.76. The empathy scores of foster families in this study were higher than the average. Despite the fact that the foster families hold higher empathic skills in Turkey, it is observed that this service is still conducted with a traditional perspective.

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education 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.)

This study aims to identify six-year-old pre-school children's creative thinking skill levels and to establish whether there is a difference between the creative thinking skills of children who received drama education and those who did not. The population of the study consisted of six-year-old children who were attending pre-school classes of middle socio-economic level primary schools located in capital of Turkey, Ankara. The sample included 80 61-72 months old children, 40 of whom constituted the experimental group, while the remaining forty constituted the control group. In order to identify the effects of drama education on 61-72 months old preschool children's creative thinking skill levels, the pre-test and post-test-retention test experimental design was used. Data concerning the children's creative thinking levels were determined by using the Turkish adaptation of Urban and Jellen's (1996) "TCT-DP" (test for creative thinking-drawing production). The experimental group received a total of 24 education sessions, twice weekly for 12 weeks. Data obtained from the experiment were analyzed by using the Mann-Whitney "U" test, independent samples "t"-test, Wilcoxon signed rank test and paired samples "t"-test. The results revealed a meaningful difference between the creative thinking scores of experimental and control group children. (Contains 5 tables.)

This study aims to define whether age creates any differences in the visual-motor integration skills of 60-72 months old children at low and high socio-economic status. The study was conducted on a total of 148 children consisting of 78 children representing low socio-economic status and 70 children representing high socio-economic status in the city center of Edirne. The Beery-Buktenica Developmental Test of Visual Motor Integration (VMI-5th) which was developed by Beery-Buktenica (2004) and of which validity and reliability studies were made by Ercan and Aral (2011) after being translated into Turkish was used. It's reported that both the age and the status of being at low and high socio-economic status create a meaningful difference in the visual-motor integration, visual perception and motor integration of 60-72 months old children at low and high socio-economic status (p<0.05) while visual-motor integration mean score is higher for 66-72 months old children at high socio-economic status.

The Mother-to-Infant Bonding Scale (MIBS) is among the most popular measurement tools to evaluate caregiver-infant attachment. We carried out a meta-analysis study to explore the generalizability of the reliability coefficients for the MIBS in different studies. The literature review yielded a total of 702 studies investigating caregiver-infant attachment. After removing duplicate studies, we also excluded compilations, meta-analyses, qualitative studies, those using different measurement tools, studies published in a language other than English, citations, and those whose full texts could not be accessed. Eventually, we considered a total of 26 studies with 33 Cronbach's alpha coefficients that satisfied the inclusion criteria. We normalized the alpha coefficients using Bonett's transformation, and the analyses were performed using a 95% confidence interval. The findings revealed a Cronbach's alpha (n = 33) coefficient of 0.73 (CI = 0.68–0.77); hence, the present reliability generalization study provides evidence that the reliability scores produced after measurements with the MIBS in previous studies are acceptable across samples. Overall, further studies may reliably utilize the MIBS to evaluate mother-infant attachment. [ABSTRACT FROM AUTHOR]

Problems related to social, emotional and psychological well-being in children at an early age may cause behavioural problems. Previous studies show that the development of emotion regulation strengthens social-emotional well-being, and psychological resilience and reduces behavioural problems in children. This study aims to test the possible mediating role of emotion regulation and to gain a better perspective on the association between social and emotional well-being, resilience, and behavioural problems. 250 children aged 4-6 years (122 boys, 48.8%; 128 girls, 51.2%; mean age = 4.93) studying in kindergartens in Turkey were included in the study. Data on children's behavioural problems and emotion regulation skills were obtained from mothers, and data on social-emotional wellbeing, and psychological resilience levels were obtained from teachers. Social and emotional wellbeing, and psychological resilience indirectly significantly predicted behavioural problems through emotion regulation. Emotion regulation has a partial mediator role in the relationship between social and emotional well-being, psychological resilience and behavioural problems. In line with the results, the importance of supporting the development of emotion regulation skills in the preschool period was emphasized. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Child & Adolescent Mental Health / Çocuk ve Gençlik Ruh Sagligi Dergisi is the property of Galenos Yayinevi Tic. LTD. STI 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.)

In this study, it was aimed to examine the effect of training given to mothers about home accidents and safety measures. The study, which was planned with the convergent parallel mixed method model, was carried out with mothers residing in Mamak District of Ankara Province. In the quantitative dimension of the study, a single group pre-test-post-test design model was used, and in the qualitative part, phenomenological case design was used. As a result of the study, it was determined that the post-test mean scores of the mothers were significantly higher than the pre-test mean scores, and the knowledge of the mothers about home accidents increased at a high rate after the training. Based on the results obtained from the study, suggestions were made for carrying out dissemination studies for home accidents, training fathers for home accidents, and making home visits in training. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Child & Development (J-CAD) / Çocuk ve Gelişim Dergisi (ÇG-D) is the property of Hatice Bekir 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.)