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The purpose of this study is to examine the impact of in-service education designed to improve early childhood teachers’ environmental awareness, knowledge, attitudes and their skills on integrating environmental issues in their teaching. Thirty early childhood teachers in the treatment group and Thirty in the control group participated the study. Teachers in the control group did not attain in-service education. Teachers responded to the Environmental Problems Attitude Scale (EPAS) before and after the in-service education. After the education process, teachers in the treatment group provided qualitative data about the impact of this education. For the treatment group the Mann-Whitney U test revealed a significant increase from pretest to posttest. Mann-Whitney U did not indicate a significant increase for the control group. Three major themes derived from qualitative data. These are an increase in environmental awareness, an increase in individual responsibility and taking action, as well as increased motivation and being better equippedfor environmental education.

Bu araştırmanın amacı oyuna ilişkin algıların incelenmesini hedefleyen bir ölçme aracınıngeliştirilmesidir. Bu araştırma kapsamında Oyun Algısı Ölçeği (OAÖ) her ne kadar okul öncesi öğretmenadaylarının katılımı ile geliştirilmiş olsa da ölçeğin öğretmenler, ebeveynler, pedagoglar ve alan uzmanlarıgibi çeşitli çalışma gruplarına da uygulanabilecek özellikler taşıması hedeflenmiştir. OAÖ pilot ve anauygulama olmak üzere iki aşamada geliştirilmiştir. Çalışma, bir devlet ve bir vakıf üniversitesinin EğitimFakültesi Okul Öncesi Öğretmenliği bölümünde öğrenim gören 240 öğretmen adayı ile 2017/2018 ve2018/2019 akademik yıllarında yürütülmüştür. Yapılan analizler sonucunda, 20 maddeden oluşan beşlilikert tipteki ölçeğin; “oyunun işlevi ve oyunda ilgi/merak/keşif”, “oyunun özgünlüğü ve amacı”ile “oyunun doğası ve kaynağı” olmak üzere üç faktörlü bir yapıya sahip olduğu belirlenmiştir. Maddetoplam korelasyon katsayılarının .157? r ? .656 aralığında değiştiği tespit edilmiş ve Cronbach alphadeğeri de .728 olarak hesaplanmıştır. Elde edilen sonuçlar, geliştirilen ölçeğin araştırmalardakullanılabilecek geçerli ve güvenilir bir ölçüm aracı olduğunu göstermektedir The purpose of this study was to develop a measurement tool to examine perceptions about the play. Although the Play Perception Scale (PPS) was developed with the participation of preschool teacher candidates, it was aimed to have features that could be applied to various working groups such as teachers, parents, pedagogues and field experts. The development of PPS was carried out in two stages as pilot and main application. The study was conducted in 2017/2018 and 2018/2019 academic years with 240 prospective teachers attending in the Preschool Teaching Department of the Faculty of Education of a state and a foundation university. As a result of the analysis, it was determined that the five-point Likert-type scale consisting of 20 items which had three-factor structures as “the function of the play and interest/curiosity/discovery in the play”, “originality and purpose of the play” and “the nature and source of the play”. Item-total correlation coefficients varied between .157? r ? .656 and Cronbach alpha value was calculated as .728. The obtained results show that the developed scale is a valid and reliable measurement tool that can be used in studies.

The aim of this research is to examine the changes of play in time. The study was carried out with 30 grandmothers and 20 grandfathers of teacher candidates who study at Hacettepe University. It is tried to understand the play and change of play in time according to grandparents. For this purpose, it was used an interview form prepared by taken expert opinion. Four main chapters constitute of interview form, these are; demographic information, point of view about play, play process and change of play in time. It was evaluated data according to content analyses method. Pearson Correlation analyses used for determining the relationship between changes of play in time according to the generations. According to the analysis; it was seen that when participants describe play, they focus on the role of fun rather than the educational value of it. Moreover, it was determined that there are many changes in the way children play between different generations. Especially; there is a quite change in play choices in new generation compare to the first two generations. Physical activities, outdoor games and playing with friends are not preferred by new generation. It was seen that new generation prefer to play with technological toys, to play in indoor environments and to play alone. Due to the fast and uncontrolled development in play industry which affects to differences of play trend in generations, makes children get lonely in social regard and in

Oyun, çocuklar için vazgeçilmez gereksinimlerden biridir. Oyun yoksunluğu ise, çocukların yaşam boyu ruhsal, zihinsel ve fiziksel yönden sağlıklı bir birey olarak gelişmelerinin temeli olan oyun gereksinimlerinin zamanında ve yeterince karşılanamaması sonucu yaşadıkları ihmal durumu olarak tanımlanmaktadır. Bu çalışmada, anaokuluna devam eden 48-60 aylık çocukların okuldaki oyuna ilişkin görüşlerini ve bu görüşler doğrultusunda anaokulundaki oyun yoksunluğu durumunu tespit etmek amaçlanmıştır. Bu çalışma, bir temel nitel araştırmadır. Çalışmada 2019-2020 eğitim-öğretim yılında, Ankara ilinde merkez bir ilçede Milli Eğitim Bakanlığı’na bağlı resmi bağımsız anaokuluna devam eden, aileleri orta sosyoekonomik düzeyde olan 48-60 aylık otuz çocuk yer almıştır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmeler, her çocukla yüz yüze gerçekleştirilmiş olup, verilerin çözümlenmesinde içerik analizi tekniği kullanılmıştır. Çalışma sonucunda, çocukların okulda oynamak için izin almak gerektiğini, okulda oyun oynamanın engellenebileceğini ve okulda oyunun yasaklanması durumunda çoğunlukla bir yetişkinden yardım istenebileceğini düşündükleri belirlenmiştir. Çocukların okulda oyun süresi artarsa “ders ya da etkinlik” yapmaya süre kalmayacağını belirtmeleri dikkat çeken önemli bulgular arasındadır. Elde edilen bulgular doğrultusunda, anaokulunda oyunun niteliğine ilişkin çeşitli öneriler getirilmiştir. Bu çalışmanın sonuçlarının, erken çocukluk eğitimi politikalarının, oyuna yönelik kültürel bakış açısının ve anaokulunda oyunun yerinin gözden geçirilmesi ve yeniden değerlendirilmesi açısından önemli olduğu düşünülmektedir., Play is one of the essential needs of children. Play deprivation is defined as the neglect that children experience due to not being able to meet their play needs on time and sufficiently, which is the basis of their lifelong development as psychological, cognitive, and physically healthy individuals. This study aims to determine the views of 48-60 month-old children on play in preschool and the play deprivation situation in preschool according to these views. This study is basic qualitative research. Thirty children of 48-60 months of age who attend an independent preschool affiliated to the Ministry of National Education in a central district in Ankara in the 2019-2020 academic year and whose families are at a medium socioeconomic level were included in the study. The semi-structured interview form prepared by the researchers was used as the data collection tool. The interviews were conducted face-to-face with each child, and the content analysis technique was used to analyze the data. As a result of the study, it was determined that the children thought that permission was required to play in preschool, play in preschool can be forbidden, and they can mostly ask for help from an adult in case playing was forbidden at preschool. The children’s statement that there would be no time for having a class or performing activities if play increased was among the remarkable findings. In line with the findings, various suggestions were made regarding the quality of play in preschools. The results are thought to be important in reviewing and re-evaluating early childhood education policies, cultural perspectives towards play, and the place of play in preschool.

The questions like how children learn easily, and how they can achieve a healthier growth and development bring us to the idea of “play”. If a child plays, this shows that he/she is healthy and can learn things. In fact, it is a cycle, the more children play, the healthier the child becomes and the more their learning experiences become richer. The power of the play comes from the contributions that it provides for a child’s holistic development. In the process of playing a game, Children gain valuable life skills, such as; social skills, research skills, problem solving skills, thinking skills, communication skills, and self-sufficiency and management skills. The educational reforms that many world countries are now working on essentially makes an effort to provide children with the opportunity to learn at their own pace, to use their capacities at the highest level with appropriate methods. "Play" is the most prominent of these efforts or, in other words, scientifically proven opportunities in the absolute solution of the problems in the field of education. This article is compiled to share the results of play-based school and educational programs in different countries. In our country, while emphasizing the pedagogical value of the play at every occasion, it was aimed to draw attention to concrete studies in the field of application.

The questions like how children learn easily, and how they can achieve a healthier growth and development bring us to the idea of “play”. If a child plays, this shows that he/she is healthy and can learn things. In fact, it is a cycle, the more children play, the healthier the child becomes and the more their learning experiences become richer. The power of the play comes from the contributions that it provides for a child’s holistic development. In the process of playing a game, Children gain valuable life skills, such as; social skills, research skills, problem solving skills, thinking skills, communication skills, and self-sufficiency and management skills. The educational reforms that many world countries are now working on essentially makes an effort to provide children with the opportunity to learn at their own pace, to use their capacities at the highest level with appropriate methods. "Play" is the most prominent of these efforts or, in other words, scientifically proven opportunities in the absolute solution of the problems in the field of education. This article is compiled to share the results of play-based school and educational programs in different countries. In our country, while emphasizing the pedagogical value of the play at every occasion, it was aimed to draw attention to concrete studies in the field of application.

Bu çalışma genel tarama modelinde bir araştırma olup, okul öncesi dönemdeki çocukların okuldaki oyun olanaklarının öğretmen görüşlerine göre incelenmesini amaçlamıştır. Araştırmanın çalışma grubunu 2016-2017 öğretim yılında Türkiye’nin farklı coğrafi bölgelerinde bulunan, Milli Eğitim Bakanlığına bağlı resmi anaokullarında görev yapan 460 okul öncesi öğretmeni oluşturmuştur. Araştırma verileri araştırmacılar tarafından hazırlanan anket formu aracılığıyla elde edilmiştir. Araştırmanın nicel verileri frekans ve yüzde hesaplamaları, nitel verileri ise betimsel analiz yöntemiyle çözümlenmiştir. Araştırma bulgularına göre, öğretmenlerin güne başlama zamanında bir-iki saat süreyle serbest oyuna yer verdikleri ve çocukların çoğunlukla okul bahçesinde ve doğal/doğadan malzemelerle oynamaktan oyunlarından hoşlandıkları belirlenmiştir. Öğretmenlerin okuldaki park/bahçe alanlarının olumsuz koşullarının çocuklar için risk oluşturduğunu düşündükleri; çocukların sınıfta/okulda oyun oynarken çeşitli kazalar yaşadıkları, bunların başında ise düşme vakalarının geldiği belirlenmiştir. Ayrıca ebeveynlerin ve okul yöneticilerinin de çocukların oyun oynamalarına ilişkin çeşitli taleplerinin olduğu, ebeveynlerin çoğunlukla öğretmenlerden okuldaki oyun süresinin azaltılarak, çocuklara okuma-yazma öğretilmesi, okul yöneticilerinin ise okulda hareketli/gürültülü oyunlar oynanmaması yönünde isteklerde bulundukları tespit edilmiştir. Bu sonuçlar doğrultusunda, ulusal bir oyun politikasının geliştirilmesi ve okul öncesi dönemde oyunun önemine daha çok dikkat çekilmesi gerektiği önerilmektedir. This study is a research in the general survey model and aims to investigate the play opportunities offered to preschool children according to the opinions of teachers. In the 2016-2017 academic year, the study group located in different geographical regions of Turkey, 460 pre-school teachers who were working in the public preschools affiliated to the Ministry of Education. The research data were obtained through a questionnaire prepared by the researchers. Quantitative data of the study were analyzed by frequency and percentage calculations, and qualitative data were analyzed by descriptive analysis method. According to the findings of the research, it was determined that the teachers gave free play for one to two hours at the start of the day and the children mostly liked their plays with the materials from the natural / nature in the playground. It was found that teachers thought that the negative conditions of the park / garden areas in the school pose a risk to children; children experience various accidents when playing games in classroom / school, at the beginning of these cases were found falling down cases. In addition, it has been determined that parents and school administrators have various demands on the children's play, parents often want teachers to be taught to read and write by reducing their playing time at school. while school administrators do not want to play loud / noisy games at school. According to these results, it is suggested that more attention should be paid to the development of a national play policy and the importance of play in pre-school period.

This qualitative study was conducted to explore kindergarten children's bullying and victimization behaviors in play. Data were collected through The Early Childhood Play and Bullying Behavior Observation Form developed by the researcher. The study group consisted of 55 children attending a university's kindergarten who were allowed to participate in the study. It was found out that a part of the children did not show aggressive behaviors in play. 30 of 55 children were observed to demonstrate at leat two physical aggressive behaviors while 32 of 55 childrenwere found to display at least two relational aggressive behaviors. As children showed at least two aggressive behaviors ongoingly, their behaviors were called as bullying. Bullying and play behaviors of children were separated into two different groups each of which earned high scores in terms of physical and relational aggressive behaviors. Results of the study indicated that children with high relational bullying scores bullied more physically and relationally and children with high physical bullying scores were bullied more physically. It was observed that children displayed physical bullying and victimization behaviors such as grabbing or taking away an object and pushing a friend. It was also found out that children showed relational bullying behaviors like threatening and excluding a child from a group or an activity and relational victimization behaviors like ignoring a friend and excluding a child from a group or an activity.

WOS: 000295754300007, PubMed: 22026291, Aim: To evaluate the association between anthropometric measurements and dental caries in school children. Methods: The study was conducted on 245 primary school children (50.2% boys, 49.8% girls,), aged 5 to 9 years. The prevalence and severity of dental caries was measured using the decayed, missing or filled surfaces (dmfs, DMFS) and teeth (dmft, DMFT) indices. Results: Mean dmft indices in children for boys and girls were 5.5 +/- 3.92 and 5.0 +/- 3.64, respectively. The prevalence of children with dental caries (dmft >= 1) was 84.9%. The prevalence of children with body mass index (BMI) =+1SD was 15.9% and 22.9%, respectively. Dental caries were found in 89.7% of children with low body weight (including underweight and at risk for underweight) and in 66.1% of overweight-obese children (p, Ankara Rotary Club; Dazen Laboratory, This study was supported by projects of Ankara Rotary Club and Dazen Laboratory. We are grateful to the teachers and parents.

This study was planned to explore the self-concept, behavioral, and parental attitudes of the children with beta-thalassemia major, and the factors that affect them. The study was undertaken between January and June 2004 at the Hacettepe University Ihsan Dogramaci Children's Hospital, Pediatric Hematology Unit, Ankara and 43 voluntary children with beta-thalassemia major on regular blood transfusion and iron chelation treatment between the ages of 5.0 and 18.0 years were included into the study. Age, sex, birth order, school performance, hemoglobin value, serum ferritin levels, associated illness, splenectomy status, presence of thalassemic sibling or relatives, death of thalassemic relatives, place of residence, maternal and paternal education were recorded. Parental Attitude Research Instrument, Piers-Harris Self-Concept Scale, and Child Behavior Checklist were applied. Higher educated mothers have lower overprotection (P=0.009), parental discordance (P=0.044), and discipline scores (P=0.002) than lower educated mothers. In cases with death of thalassemic relatives, democratic/equality attitude scores were decreased (P=0.034). With stepwise multiple linear regression analysis, splenectomy, good school achievement, absence of death of thalassemic relatives, and serum ferritin levels were found to increase Piers-Harris Self-Concept Scale; however, total behavior problem score was found to decrease with increasing age, splenectomy and decreasing overprotection subscale of Parental Attitude Research Instrument scores. The self-esteem and behavior problems of children with thalassemia depended not only on the variables related exclusively to the child (age, school achievement) and the illness-associated conditions (splenectomy, serum ferritin levels) but also on the parental attitude (overprotection).

Okuloncesi donem, ilkogretime baslamadan onceki yasamin ilk alti yilini kapsar. Bu donem fiziksel, sosyal, duygusal ve zihinsel gelisim dinamikleri acisindan yasamin en onemli yillaridir. Cocuklarin dusunme becerilerinin gelisimi dinamik bir surectir. Cocuklarin gelisim surecinde dusuncelerinin nasil bir degisime ugradigini bilmek onlarla ilgili dogru ve etkili ogrenme ortamlarinin olusturulmasi icin gereklidir. Cocuklarin dusunceleri degerlidir cunku kendi duygusal ve zihinsel sureclerinin urunudur. Dusuncelerin somut ifadesi davranislardir. Bu nedenle cocuklarin davranislarinin ardindaki dusunceyi bilmek davranislar hakkinda objektif yorum yapabilmek icin gereklidir. Egitimin amaci cocuklara bilgi, duygu ve dusunce aktarimi degil, bilgi, duygu ve dusunceleri olusturma, kullanma ve ogrenmeye karsi gudulenmis merak ve olumlu tutumlar gelistirmektir. Drama cocuklarin dusunsel yeteneklerinin gelistirilmesinde cok onemli rol oynar.

Background: Attendance to a child-care facility is known to be associated with increased rate of episodes of infectious diseases in children. This retrospective cohort study investigates the infection episode rate and the effect of total attending period on infection episode rates in a child-care center (Gulveren Child-Care Center, Ankara, Turkey), at a stable environmental condition, over a 7-year follow-up period. Methods: During the study period, 288 children attended the center and enrolled. Sex, total duration of breastfeeding, starting age at the center, total duration of attendance, and the type and frequency of infections diseases were recorded. Episode rates were calculated for each child. Results: The mean starting age at the child care center was 4.1 ± 0.7 years (range: 2.5–5.8 years); the mean total duration of attendance at the center was 20.4 ± 9.9 months. Over the study period, 1000 infection episodes were detected. The general infection episode rate was calculated as 2.04/child per year. In bivariate analysis, children with longer attendance period (≥12 months), and a younger starting age at the center (

Background: Excessive viewing of television (TV) has been linked to aggressive behavior, violence and childhood obesity. Methods: A cross-sectional study was conducted among preschool children and primary schoolchildren in Ankara during March and April 1999 to detect the factors that affect TV viewing time and to evaluate their parents’ knowledge, attitudes and practices with regard to TV. The parents were asked to fill out a questionnaire about TV habits of their family, the number and location of TVs in the household and the effect of TV on children. Of 400 questionnaires, 350 answered the questions appropriately for this study. Children were divided into two groups, preschool children and primary schoolchildren. Television viewing time was given daily, as a mean of weekday. Results: The mean age for becoming a TV viewer was 2.7 ± 1.6 years. Of all, 62% of children spent ≥ 2h/day watching TV and 8.3% of children spent > 4 h. The TV viewing time of child was significantly and positively correlated with that of siblings, mother and father for both groups. Age and sleeping time of the child, age and the education level of mother, presence of TV in the child's room and the starting age watching TV did not affect the viewing time. One-half of parents reported that the TV programs watched included violence, and one-third thought TV depicts child abuse, especially emotional abuse. Conclusion: It was found that the TV watching habits of parents had an influence on those of their children. Therefore, pediatricians should take ‘TV histories’ of children and their parents and educate parents how to become good TV viewers.