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The present study examined the relationship between children's behavioral self-regulation (BSR) skills and the teacher-child relationship (TCR). Furthermore, this study investigated the contribution of TCR, child age, family monthly income, and child gender on children's BSR assessed by the Revised Head-Toes-Knees-Shoulders. Participants consisted of 292 children aged 42 to 77 months. The data were analyzed using Pearson product-moment correlation and multiple linear regression analysis. The results showed a moderately positive relationship between BSR skills and TCR's closeness subscale and a moderately negative relationship between BSR skills and TCR's conflict subscale. Except for child gender, the TCR's subscales, child's age, and family monthly income significantly predicted the total score of BSR skills. TCR closeness was the strongest predictor of BSR skills, followed by TCR conflict, child age, and family monthly income. The results suggest that teacher-child relationships are essential for children's BSR skills.

The "metaverse," which bridges augmented and virtual reality as mixed reality and includes technological phenomena such as artificial intelligence, continues to be an agenda topic. It is foreseen that the concept in question will accelerate the changes in education and teaching activities, as in many other fields. In this research, a measurement tool was developed to determine pre-service teachers' and teachers' beliefs about education in the metaverse (meta-education), especially considering the concept of the "metaverse" that entered our lives with the information age. During the development process of the measurement tool, an item pool consisting of 59 items was created by scanning the relevant literature. The opinions of five experts were received for the draft scale. Two items were added to the draft scale, and ten items were removed based on expert feedback. The scale was arranged as 41 items before the application. During the pilot application process, 203 were collected. Exploratory factor analysis (EFA) was used for the scale's construct validity. The EFA result shows that the scale consists of 22 items and a single factor, and 44% of the total variance is explained. The item-rest correlations on the scale ranged from 0.64 to 077. The Cronbach alpha coefficient of the scale was found to be 0.90. Based on these findings, the scale can be used to determine adults' beliefs about meta-education.

In this study, we examined STEAM education's reflections and implicit functions on children according to the views of early childhood and primary school teachers who applied STEAM education. We conducted the study within the scope of phenomenology design, one of the qualitative research designs. The participants were ten teachers who had previously received STEAM education and applied STEAM education in their classroom and were determined by the snowball sampling method. We collected the data with semi-structured interviews and analyzed them with content analysis. We explained our findings with three themes: 1) opportunities for collaborative learning with peers, 2) values, and 3) opportunities for skill development. According to the results, STEAM education encouraged children to make friends, work together, have fun, develop positive commitment, and take responsibility. STEAM education enabled children to cooperate, share, take responsibility, and develop friendships among children. In addition, STEAM education contributed to many skills of children, such as empathy, problem-solving, scientific process, analytical thinking, aggressiveness, self-control, and critical thinking. In this respect, the study provides evidence for the illusions of STEAM education for children.

The purpose of this study is to examine the effects of educational activities integrated with children's books on Turkish primary school student's perceptions of Syrian students. The research participants consisted of 51 Turkish primary school students educated in a primary school in Istanbul. The data in the study were obtained by scale prepared by the researchers. In the analysis of data obtained in the research, statistical techniques were used. According to the research findings, children's books were influential on students' immigrant perceptions. Accordingly, it was determined that there is a significant difference in favor of the post-test between the pre and post-test mean scores of the students in the experimental group. The study's findings indicate that educational activities enriched with children's books effectively affect primary school students' perceptions of immigrant children.

Ultrasound elastography is a simple non-invasive method for measuring tissue elasticity in relation to tissue fibrosis. The aim of this study was to compare echogenicity, volume and shear wave velocities of undescended vs normally descended testes.

The study aims at examining the effects of Engineering Design Process Based STEAM activities applied with tales on the creativity and problem-solving skills of 6-6.5 year-old students. The research was carried out with a pre-test, post-test, and quasi-experimental design with the control group. The research participants consisted of students studying in a public school located in the Gaziosmanpasa District of Istanbul Province. The research was carried out with the participation of 68 students. The research data were obtained through early childhood creativity scale (ECCS) and problem-solving skills scale (PSSS). The data were analyzed by t-test and pearson correlation analysis for dependent and independent samples. According to the results obtained in the research, the Engineering Design Process Based STEAM (EDP-STEAM) activities applied with tales improved the students' creativity and problem-solving skills. The findings point to the positive effects of EDP-based STEAM education conducted with tales on students' problem solving and creativity skills. In this aspect, the study provides recommendations for future research and educators.

The prevalence of digital play devices, including tablets and smartphones, has led to overuse among some young children. The purpose of this research is to examine the overuse cases among young children. Participants of this qualitative case study were five children aged five to seven years, their parents, and a psychiatrist. The data were mainly obtained through semi-structured interviews. Interviews were further supported by close observations, a collection of digital play diaries, as well as an interview with a psychiatrist who specializes in childhood gaming addiction. Then data analyzed using content analysis techniques. The results are presented in five themes: practices, reasons, feelings about overuse, restricting playtime, and content. The first three themes described the nature of the overuse, while the last two themes described the parents' efforts to restrict their children's digital play. Findings revealed that the joint effects of different factors triggered children's overuse, that parents and children felt a range of emotions from happiness to aggression, and that parents' restrictive mediation strategies were mostly infective., Author(s): Nesrin Isikoglu [sup.1] , Ahmet Erol [sup.1] , Abdullah Atan [sup.1] , Serkan Aytekin [sup.2] Author Affiliations: (1) grid.411742.5, 0000 0001 1498 3798, Department of Early Childhood Education Program, [...]

This paper examines the relationship between early geometric skills, behavioral self-regulation skills, teacher-mother reported self-regulation skills, child age and family income in 5-6 year-old children. The participants (N = 202; 104 girls, 98 boys) average age was 71 months (sd = 4.82; Data on race/ethnicity were not asked to participants). This review found evidence that positive correlation among geometric skills, behavioral self-regulation skills, teacher-reported self-regulation skills and child age. And binary logistic regression analysis indicated that the predictors of children's likelihood of being in the above average-level early geometric skills group were their behavioral self-regulation skills (3.3% to the odds), teacher-reported self-regulation skills (3.4% to the odds) and child age (8.8% to the odds).

The aim of this study is to examine the correlation between the frequency of using metacognitive reading strategy use and non-routine problem-solving achievements in fifth grade students. The study was conducted by using the correlational survey model, one of quantitative research methods. The participants of the study consisted of 308 fifth grade students who were studying in public schools in Istanbul and Ankara in 2017-2018 school year and were selected with convenient sampling method. The data of the study were gathered using the form for the frequency of using metacognitive reading strategy by the students and the non-routine problem solving achievement Test. In the study, the form for the frequency of using metacognitive reading strategy was applied in order to determine metacognitive reading strategies of the studies and on the following day, the achievement test including non-routine problems was then applied to the students. Simple Linear Regression Analysis and Pearson Product-Moments Correlation Analysis were used in the analysis of the data obtained in the study. According to the results of the study, there was a positive correlation between the frequency of using metacognitive reading strategy and non-routine problem-solving achievements in fifth grade students and metacognitive reading strategies were a predictor of non-routine problem-solving achievement.

The purpose of the study is to reveal the predictive effect of aggression levels of four-year-old children on their peer victimization levels and to determine their aggression levels according to gender. The sample group of the study consisted of 186 four-year-old children attending preschool education in Pamukkale district of the province of Denizli. According to the results of the study, it was found that relational and physical aggression levels of four-year-old children statistically significantly predicted their peer victimization levels. Physical aggression levels of four-year-old children showed a significant difference according to gender. It was determined that boys had higher physical aggression levels than female peers. There was no difference between genders in terms of relational aggression levels. On the other hand, it was found that boys were exposed to peer victimization more than female peers.

Early childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood. Practitioner points: Children need teachers who will encourage them to learn STEM. For this, teachers need qualified professional development programs.Quality STEM professional development programs can encourage teachers to plan, implement, and assess STEM education.Quality STEM professional development programs significantly affect teachers' attitudes toward STEM education, self‐efficacy in applying STEM education, and constructivist beliefs. [ABSTRACT FROM AUTHOR]

The present study aimed to explore the perceptions of spirituality and spiritual care among nurses who work in three different countries with different cultures as well as the factors influencing their perception. This is a cross-sectional multicultural study conducted with a total of 1090 nurses from Türkiye, Albania, and Italy. Data were collected through the "Individual Information Form" and the "Spirituality and Spiritual Care Rating Scale". Nurses' mean score on the Spirituality and Spiritual Care Rating Scale was above average. It was also found that country, marital status, religious belief, Islamic religion, training for spiritual care, and using spiritual practices to cope with difficulties or illnesses influenced nurses' perception of spirituality and spiritual care. It was concluded that nurses from the three countries associated spirituality and spiritual care with religion and that some personal characteristics influenced their perceptions of spiritual care. The results highlight the need for training in spiritual care to improve nurses' perceptions and practices of spiritual care. [ABSTRACT FROM AUTHOR]

Engineering education aims to equip children with the skills to solve and apply complex problems. Problem-solving processes in engineering require high-level thinking and mind habits. Habit is a term used to describe various aspects of intelligence. Engineering habits of mind are the values, attitudes, and thinking skills associated with engineering. This research aimed to develop a scale to assess the engineering habits of mind of children ages 5-8. The study involved 417 children in two provinces in the southwest and northwest of Türkiye. We performed Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) for the scale's construct validity. The scale consisted of 35 items and six factors and explained 59.2% of the total variance. We called the factors "system thinking," "creativity," "optimism," "collaboration," "communication," and "attention to ethical considerations." According to the CFA result, the construct we obtain is reasonable (X²/sd= 1.97, RMSEA= 0.068, CFI= 0.93, TLI= 0.91, SRMR= 0.062). The item total correlations range from 0.43 to 0.66. We determined the Cronbach Alpha coefficient of the scale to be 0.94 and the test re-test reliability to be 0.87. According to the results, it can be said that the scale obtained can be used validly and reliably to determine the engineering habits of mind children according to teacher reports. The study contributes to the ever-increasing engineering habits of mind literature. [ABSTRACT FROM AUTHOR]

The purpose of the study is to compare environmental attitudes and experiences of five-year-old children receiving preschool education in the village and city centre. The first group comprised 54 five-year-old children who received preschool education and attended kindergartens of two primary schools in the Karateke and Kocabas villages of Honaz district in Denizli province, Turkey. The second sample group comprised 50 children receiving education in an independent kindergarten in Merkezefendi district of Denizli province. As data collection tools, Attitude towards Environment Scale and questionnaire of Environmental Experience were used in the study. According to results, environmental attitudes of preschool children living in the village showed a significant difference in favour of children living in the city centre. Examining in terms of gender, it was observed that environmental attitudes of children in both groups did not show a significant difference based on gender.

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal 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.)

Aim: This study aimed to investigate the effects of web-based education on nursing students' learning of the nursing process. Method: The study was conducted in a nursing faculty. The population of the study consisted of 90 students. The control and implementation groups were determined by drawing lots. The traditional classroom education method was used in the control group for teaching the nursing process. In the implementation group, web-based education was used in addition to traditional classroom education. "Identification Form", "Nursing Process Knowledge Form", "Visual Analog Scale", "Nursing Process Assessment Form" and the software program developed on the web were used to collect data. Means, standard deviation, number, percentile, independent two samples t-test, Mann-Whitney U test, chi-square test and Brunner-Langer test were used in the analysis of the data. Results: The mean age of students was 20.77±2.25 in the implementation group and 20.70±1.35 in the control group. Of the students, 77.3% in the implementation group and 89.1% in the control group were females. According to 63.3% of the students, the nursing education they received was sufficient. The students in the implementation group were satisfied with the education method used in teaching the nursing process (p<0.005) and their nursing process application skill scores were higher than those of the students in the control group. Conclusion: The web-based education positively contributed to nursing students' learning of the nursing process and improved the nursing process application skills of the students in the implementation group at higher levels. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Policy Studies / Sosyal Politika Çalismalari Dergisi is the property of Journal of Social Policy Studies / Sosyal Politika Calismalari 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.)