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Bu araştırmanın amacı, ortaöğretim öğrencilerinin algıladıkları duygusal istismar ile adil dünya inançları arasındaki ilişkinin ortaya konmasıdır. Araştırmada, nicel araştırma yöntemlerinden karşılaştırma yoluyla bilgi elde edilen ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu, 2018-2019 eğitim öğretim yılında İç Anadolu Bölgesinde bulunan orta ölçekli bir il merkezinde ortaöğretim kademesinde öğrenim gören 6 farklı liseden toplam 539 öğrenci oluşturmuştur. Verilerin toplanmasında "Kişisel Bilgi Formu", "Psikolojik İstismar Ölçeği" ve "Adil Dünya İnanç Ölçeği" kullanılmıştır. Verilerin analizinde, SPSS 19.0 programı kullanılmıştır. Ergenlerin algıladıkları duygusal istismar düzeyi ile adil dünya inançları arasındaki ilişkinin belirlenmesi için yapılan analiz sonucunda "Psikolojik İstismar Ölçeği" ile "Adil Dünya İnanç Ölçeği" arasında negatif yönde zayıf düzeyde anlamlı bir ilişki bulunmuştur. Yıldırma/Aşağılama, Duygusal Tepkiyi Reddetme ve Reddetme/İzolasyon alt boyutları ile Genel Adil Dünya İnancı alt boyutu, Kişisel Adil Dünya İnancı alt boyutu ve "Adil Dünya İnanç Ölçeği"; Suça Yöneltme alt boyutu ile Kişisel Adil Dünya İnancı alt boyutu ve "Adil Dünya İnanç Ölçeği" arasında negatif yönde anlamlı bir ilişki bulunmuştur. Ergenlerin algıladıkları duygusal istismar düzeyi arttıkça, adil dünya inançlarının zayıfladığı görülmüştür.

Physical abuse is the state of harming the child's body by the people around him. Scars of unknown cause, traces resulting from burning, spots due to impact on any part of the body, traces caused by a bite by another person, bruises and stains caused by squeezing with any tool, burns and scars caused by smoking cigarettes on the victim reflect physical abuse. Problems such as rumination disorders, problems in socialization, lack of self-respect, depression, fear of all situations, withdrawal behaviors, incompatibility, colic, problems in mental perception processes, and decreased academic achievement are observed in these children.

Children who are constantly criticized and humiliated by their parents and whose needs for affection and attention are not sufficiently addressed are defined as people with personality traits, low self-confidence, and antisocial behaviors. These personality traits have a significant influence on the shaping of the child's temperament. Therefore, emotional abuse negatively affects both the personality and success of the child. In line with this, child temperament was analyzed as a predictor of the emotional abuse potential of parents who have children between the ages of 4 and 6. The experimental group of the study consisted of 237 parents. Data were collected using The Scale for Emotional Abuse Potential of Parents with Children Aged 3 to 6 and Temperament Assessment Battery for Children-Revised: Parent Form. In the data analysis, the intervariable relationship was determined by the Pearson correlation coefficient, and the predictors of emotional abuse potentials were determined by multiple regression analysis. As a result of the analysis, a significant negative correlation was found between shyness and parents' emotionally abusive behaviors, a significant positive correlation between those behaviors and surgency, and negative affectivity. A positive correlation was found between persistence and the parents' emotional abuse preventive behaviors. In terms of predictive variables, it was found that the causality subdimension of the emotional abuse potentials of parents was significantly predicted by the negative affectivity subdimension of temperament, and emotional abuse preventive potentials of parents were significantly predicted by the persistence subdimension of temperament.

In the literature, the concept of emotional bullying is mental cruelty, mental injury, emotional or verbal abuse, emotional maltreatment, mental deprivation, emotional assault. Emotional bullying is one of the commonly used concepts related to emotional abuse. Emotional abuse has been defined as a form of behavior in which a person is deliberately and repeatedly subjected to non-physical acts by another person that harms their behavioral, emotional, and mental functioning. Although it is more harmful than other types of abuse, it is difficult to notice. This type of bullying can be seen alone, or it is more common because it accompanies other types of bullying. Using the child, forcing the child to take a side in domestic problems, isolating him from the society for fear of being harmed, leaving him alone, dressing the child in a way that is not suitable for the society and place in which he lives in a way that is ridiculed by his friends and environment are also considered as emotional bullying.

This study has aimed to evaluate the relationship between preschool attention deficit/hyperactivity disorder (ADHD) and emotional abuse. Fifty-six children with ADHD aged 5 and 6 years and their mothers, and sixty-five children without a diagnosis of ADHD and their mothers have been included in this study. ADHD symptomatology and emotional abuse potential of mothers have been assessed by the Conners’ Parent Rating Scale-Revised-Short Form (CPRS-RS) and the Scale for Emotional Abuse Potential of Parents with Children Aged 3 to 6 (SEAPP-C3-6) respectively. Mothers of children with ADHD had significantly higher causal sub-dimension scores of SEAPP-C3-6 than that of the mothers of the controls. The higher emotional abuse potential scores of mothers have been significantly associated with higher Conners scores, male gender, disruptive behavior disorders comorbidity, low income and parental education level and parental psychopathology. This study has revealed that preschool ADHD is an important risk factor for emotional abuse. Clinicians shall be aware of the emotional abuse potential among children with ADHD.

This study is conducted to investigate the relation between the shyness levels of adolescents and parents' attitude and some other relevant variables. Method: The study was conducted by means of random sampling method with the participation of 121 students from four different high schools in Sungurlu District of Çorum Province affiliated with the Ministry of National Education based on voluntariness principle. The levels of relations of different variables that might cause shyness were investigated by using Parents’ Attitudes Scale developed by Kuzgun and Eldeleklioğlu (2005), Shyness Scale adapted to Turkish by Güngör (2001) and the personal information form developed by the researchers to collect data. Findings: No significant difference could be determined between shyness and the type of school, students' ages, parents' educational level, the number of siblings, birth order, residence and the type of accommodation. It is seen that the income level of the family is related to shyness. Also, no significant relationships could be determined between shyness and parents' attitudes. While it was observed that the shyness levels of the children from families with democratic attitudes were low, the shyness level scores of the children from protective families is the highest of all. Conclusion: It was concluded that there was no relation between the attitudes of parents and the shyness levels of adolescents. When the effect of the type of school on shyness was investigated, it was determined that the shyness level scores of Anatolian Teacher High School were low although no significant difference could be found between students. No significant difference could be determined between the places students lived and shyness. When the scores adolescents got from Parents' Attitudes and Shyness scales are investigated, it is seen that the income level of a family is related to the shyness. Shyness level scores of adolescents decrease as the income level of the family increases.

This research is a quantitative study carried out to determine the knowledge, attitudes and practices of expectant mothers towards sibling jealousy and the jealousy behaviors observed in their children using a relational search model. The study group consisted of 390 hospitalized mothers in the Gynecology Clinic of a University Hospital between August 2015 and August 2016. The data were collected using surveys developed by the researchers after the required permissions were obtained according to the ethical guidelines. The basic data such as the participants’ knowledge about sibling jealousy, the methods they used to avoid it and their demographic information were presented with frequency and percentage tables. In order to determine the relationship between the mean scores of current jealousy behaviors of the children and those after learning that they would have a new sibling, the t test, one of the parametric tests, was applied because of the normal distribution of the data obtained after the assumptions of normality were examined. As a result of the statistical procedures, almost all of the mothers (94.6%) said to have informed the big sibling about their pregnancy, most of the participants (58.5%) had information to avoid jealousy among the siblings, more than half of them (52.3%) did not get any information about childrearing before, and those who did mostly got it from television/ the internet. In our study, it was observed that sibling jealousy is more common in siblings with a higher average age and in girls. Besides, it is more common among the children whose mothers aged 35 years and under and high school graduates and the sibling jealousy behaviors after the baby came home were found to be significantly lower than those after learning that they would have a new sibling.

Araştırma, okul öncesi dönem çocukların dijital teknolojileriyle etkileşiminin bazı değişkenler yönünden incelenmesi amacıyla yapılmıştır. Araştırmanın evrenini, 2017 yılı Sivas ilinde yaşayan 0- 72 aylık çocuklar ve ebeveynleri oluşturmuştur. Araştırmanın örneklemine evren içinden tesadüfî örnekleme yöntemi ile seçilen araştırmaya katılmaya istekli toplam 414 ebeveyn dâhil edilmiştir. Araştırmada veri toplama aracı olarak, Kanak ve Özyazıcı (2017) tarafından geliştirilen “Okul Öncesi Dönem Çocukların Dijital Oyun Oynama ve Uygulama Kullanma Alışkanlıklarına Yönelik Ebeveyn Yaklaşımları” ile demografik bilgilerin yer aldığı kişisel bilgi formu kullanılmıştır. Verilerin istatistiksel analizi SPSS 17 paket programı ile yapılmıştır. Katılımcıların evlerinde bulunan dijital araçlardan en fazla akıllı telefon %99, tablet %70,8, en az ise oyun konsolu Play station %12,1 bulunduğu bunu yanında kişisel dijital aleti olan çocukların oranın ise %39,6 olduğu görülmüştür. Elde edilen bulgulara göre evde en yaygın bulunan ve çocukların vakit geçirmeyi en çok sevdiği dijital alet akıllı telefondur. Çekirdek ailede yaşan, en çok akıllı telefon ile vakit geçiren ve kendine ait dijital aleti olan çocukların, ailece açık hava aktiviteleri yapmayan, ailece hikaye okumayan ailelerde çocukların daha fazla dijital aletler ile vakit geçirdiği görülmüştür., The study was conducted in order to investigate young children’s interaction with digital technology in relation to a range of variables. The study population consisted of young children between 0 and 72 months of age who lived in the city of Sivas in 2017 as well as the parents of these children. 414 voluntary parents were included in the sample by means of random sampling method. “A Scale for Measuring Parental Attitudes towards Digital Game Playing and Application Use Habits in the Preschool Period”, a tool developed by the researchers, and the personal information form that involved demographic information were used as data collection tools. SPSS 17 was applied for statistical analysis of the data. As to the types of digital tools, 99% of the participants had a smart phone, 70.8% had a tablet computer and 12.1% had a game console in their houses. Besides, 39.6% of the participant children owned a personal digital device. As a result of the study, children’s favorite digital device was found to be smart phones. Children who lived within a nuclear family and spent most of their time using a smart phone and who had a personal digital device were found to use digital devices more than did their peers in families which did not engage in outdoor activities or read stories together.

This research aims to reveal the importance of science and mathematics education, children’s natural curiosity towards science, and teachers' deficiencies and opinions in this area. In this study, where the qualitative method is preferred, the special case method, which enables in-depth research within a specific subject, is used. The study group of the study constitutes 45 preschool teachers working in independent kindergartens affiliated to the Ministry of National Education. When the study group was determined, the maximum diversity type sampling method was used. In order to collect data in the research, a semi-structured interview form consisting of 3 open-ended questions was used. The results of the research showed that teachers find science and mathematics activities necessary and important but they generally abstain from practice because they are inadequate. It is clear that teachers are often inadequate in using materials and they prefer mostly traditional, structured materials. Some suggestions were made according to these results.

The aim of the study was to investigate the effect of the “ Training Program to Promote The Knowledge and Awareness of Prospective Preschool Teachers” developed to promote the knowledge and awareness of prospective preschool teachers concerning emotional neglect and abuse. The study group comprised a total of 120 prospective teachers (60 prospective teachers in the experimental group and 60 prospective teachers in the control group) attending Cumhuriyet University, Faculty of Education, Department of Preschool Education in 2014-2015 school year. The pre-test post-test-follow up-test experimental model was used in the study. The “Emotional Neglect/Abuse Knowledge and Awareness Scale” was used to assess the knowledge and awareness of prospective teachers on emotional neglect and abuse, “The Training Program to Promote The Knowledge and Awareness of Prospective Preschool Teachers” was administered to the experimental group whereas the control group received no administration. In data analysis, t-test for related samples was used in pre-test and post-test, and post-test and follow up test comparisons, while a single factor ANOVA with repeated measures was performed for pre-test, post-test and follow up test multiple comparison. Research results revealed a significant difference in favor of the experimental group between the post-test scores of the participants in the experimental and control groups with regard to rejection and ignoring, insulting and exposing the child to violence, isolation and threatening, comparison and discrimination subscales of the “Emotional Neglect/Abuse Knowledge and Awareness Scale” (p .05). In accordance with these results, it was concluded that the research affected prospective teachers’ knowledge and awareness levels of emotional neglect and abuse.

The purpose of this study is to examine the correlation between the peer attachment styles and hopelessness levels in adolescents. The research was a descriptive study based on correlational survey model. The population of the study consisted of a total of 213 students studying in the 6th, 7th, and 8th grades of Erzincan Otlukbeli Fatih Secondary School, and the 9th, 10th, 11th, and 12th grades of Otlukbeli Multi-program Anatolian High School. The data were collected by using the “Beck Hopelessness Scale” (BHS) developed by Beck, Lester and Trexler (1974) to determine the hopelessness levels of the students, and the “Adolescent Friendship Scale” (AFS) developed by Wilkinson (2008) and adapted into Turkish by Ercan (2015) in order to determine the peer attachment styles of adolescents. As a result of the analyses carried out in order to determine the hopelessness levels of the participants based on gender and level of teaching, it was observed that there was no significant difference on hopelessness levels in terms of gender (p>.05); on the other hand, the hopelessness scores of high school students were higher compared to secondary school students in terms of level of teaching (p.05), there was a significant difference between the mean scores obtained by the secondary school students from Secure Attachment and Avoidant Attachment subscales of the Adolescent Friendship Scale in terms of level of teaching (p.05). Pearson Product-Moment Correlation test was used for examining the correlation between peer attachment styles and hopelessness levels of the participants. As a result of the analysis, it was observed that while there was a negative significant correlation between total score of hopelessness level and the secure attachment subscale (p05). As a result of the study, recommendations were offered to the researchers and the staff members working in the field in accordance with the results obtained. ÖZ Bu çalışmanın amacı; ergenlerin arkadaşa bağlanma stilleri ile umutsuzluk düzeyleri arasındaki ilişkinin incelemesidir. Araştırma ilişkisel tarama modeline dayalı betimsel bir çalışmadır. Araştırmanın çalışma grubu, Erzincan Otlukbeli Fatih Ortaokulu’nda öğrenim gören 6., 7., 8. sınıf ve Otlukbeli Çok Programlı Anadolu Lisesi’nde öğrenim gören 9., 10., 11. ve 12. sınıf olmak üzere toplamda 213 öğrenciden oluşmaktadır. Veriler; öğrencilerin umutsuzluk düzeylerini belirlemek için Beck, Lester ve Trexler (1974) tarafından geliştirilen “Beck Umutsuzluk Ölçeği’’ (BUÖ) ve ergenlerin arkadaşa bağlanma sitillerini belirlemek için Wilkinson (2008) tarafından geliştirilen, Türkçe’ye uyarlama çalışması Ercan (2015) tarafından yapılan “Ergenler İçin Arkadaşa Bağlanma Ölçeği” (EİABÖ) kullanılarak toplanmıştır. Katılımcıların cinsiyetine ve öğretim kademesine göre umutsuzluk düzeylerini belirlemek için yapılan analizler sonucunda cinsiyete göre umutsuzluk düzeyinde anlamlı bir farklılık bulunmadığı (p>.05), ancak öğretim kademesine göre lise öğrencilerinin ortaokul öğrencilerine göre umutsuzluk puanlarının daha yüksek olduğu (p.05), öğretim kademesine göre ise ortaokul öğrencilerinin Ergenler İçin Arkadaşa Bağlanma Ölçeği Güvenli Bağlanma alt boyutu ve Kaçınan Bağlanma alt boyutlarında aldıkları puan ortalamaları arasında anlamlı bir farklılık olduğu (p.05) görülmektedir. Katılımcıların arkadaşa bağlanma stilleri ve umutsuzluk düzeyleri arasındaki ilişkinin incelenmesinde Pearson Momentler Çarpımı testi kullanılmıştır. Yapılan analiz sonucunda umutsuzluk düzeyi toplam puanı ile güvenli bağlanma alt boyutu arasında negatif yönde anlamlı bir ilişki olduğu görülürken (p05). Araştırmanın sonucunda, elde edilen bulgular doğrultusunda araştırmacılara ve alanda çalışan meslek elemanlarına öneriler sunulmuştur.

Bu çalışmanın amacı, 3-6 yaş çocuğa sahip ebeveynlerin duygusal istismar potansiyellerinin bazı değişkenler açısından incelenmesidir. Araştırma çalışma grubu 3-6 yaş aralığında çocuğa sahip ve çocuğu resmi okul öncesi eğitim kurumlarına devam eden 464 ebeveynden oluşmaktadır. Katılımcıların duygusal istismar potansiyellerini ölçmek amacıyla araştırmacılar tarafından geliştirilen “3-6 Yaş Çocuğa Sahip Ebeveynlere Yönelik Duygusal İstismar Potansiyeli Ölçeği” kullanılmıştır. Verilerin analizinde parametrik olmayan testlerden Mann Whitney U testi ve Kruskal Wallis testleri kullanılmıştır. Annelerin babalara göre çocuklarına daha fazla duygusal istismarda bulundukları, üniversite mezunu ebeveynlerin duygusal istismara neden olan davranışları daha fazla sergilerken, lisansüstü mezunu ebeveynlerin ise önleyici davranışları daha fazla sergiledikleri yönünde anlamlı farklılıklar bulunmuştur. Ebeveynlerin yaşları arttıkça duygusal istismarı önleme potansiyellerinin arttığı, çocuk sayısı bakımından ise tek çocuklu ebeveynlerin duygusal istismarı önleme ve duygusal istismara neden olma boyutunda anlamlı farklılık oluşturdukları görülmüştür., The purpose of this study is, to examine the parents' emotional abuse potentials having 3-6-year-oldchildren in terms of some variables. A study group of the examination involves 464 parents who have children between 3-6 age, and whose children continue having education in formal pre-school institutions. For the purpose of measuring the emotional abuse potentials of the parents who attended the study, "Parents' Emotional Abuse Potentials Having 3-6-Year-Old Children Scale" was used that was developed by the researchers. In the analysis of the data, Mann Whitney U and Kruskal Wallis tests were used among non-parametric tests. As a result of our study, it was detected that mothers abuse kids emotionally more than the fathers, and some significant differences that bachelors show behaviours causing emotional abuse more, while postgraduates show more preventer behaviours. It was seen that the older parents get, the more their potentials of avoiding emotional abuse increase, in point of the number of children, it was found that parents with one child create some significant differences in terms of preventing the emotional abuse and causing the emotional abuse.Keywords: Parents, child, emotional abuse, neglect, pre-school.

Today, advances in technology are causing changes in the child's habits in daily life. Technological tools such as televisions, tablets, mobile phones, and computers have become easily accessible for children. Studies show that children spare most of their time to cartoons on the mass media. Spending so much time in front of the screen reveals a changing childhood image. The consumer child is an exhausted child, too. This chapter takes a look at the effects of cartoons on the development of children.

The purpose of this research is todetermine the relationship between the level of emotional abuse that theadolescents perceive and the levels of psychological resilience. In theresearch, a relational model has been used which obtains information throughcomparison from quantitative models. Inthe study, criterion sampling method which is a purposive sampling method hasbeen used. The study group consists of a total of 276 high school students.Data were collected using the Perceived Emotional Abuse Scale, thePsychological Resilience Scale, and the Personal Information Form created bythe researcher. According to the results of the study, a moderately negativecorrelation has been found between the level of emotional abuse perceived byhigh school students and their levels of psychological resilience. As the levelof emotional abuse perceived by high school students increases, the level ofpsychological resilience decreases. The attitudes such as being criticised,refused, humiliated and disdained by the parents and teachers of the adolescentprevent the adolescents from showing a psychologically development., Bu araştırmanınamacı, ergenlerin algıladıkları duygusal istismar düzeyleri ile psikolojiksağlamlık düzeyleri arasındaki ilişkiyi belirlemektir. Araştırmada nicelmodellerden, karşılaştırma yoluyla bilgi edinmeyi sağlayan ilişkisel taramamodeli kullanılmıştır. Çalışmada amaçlı örnekleme yöntemlerinden ölçütörnekleme yöntemi kullanılmıştır. Çalışma grubu toplam 276 lise öğrencisindenoluşmaktadır. Veriler, Algılanan Duygusal İstismar Ölçeği, Psikolojik SağlamlıkÖlçeği ve araştırmacı tarafından geliştirilen Kişisel Bilgi Formu kullanılaraktoplanmıştır. Araştırmanın sonuçlarına göre, lise öğrencilerinin algıladıklarıduygusal istismar düzeyleri ile psikolojik sağlamlık düzeyleri arasında negatifbir korelasyon bulunmuştur. Lise öğrencilerinin algıladıkları duygusal istismardüzeyi arttıkça; psikolojik sağlamlık düzeyi azalmaktadır. Ebeveynleri veöğretmenleri tarafından eleştirilme, reddedilme, küçük düşürülme ve küçümsenmegibi tutumlar, ergenlerin psikolojik olarak gelişmesini engellemektedir.

Purpose of this study is to investigate the effect of the cooperative learning with family involvement-based science education on the scientific process skills of 5-6-year-old children. In the study a pre- post-test control group design was used. The data were obtained using the “General Information Form”, developed by the researchers, the “Cognitive Process Skills Evaluation Form” and “Semi-Structured Interview Form”. The study group consists of 60 children (30 in the experimental group, 30 in the control group) receiving preschool education in the spring semester of 2016-2017 academic year. The cooperative learning-based science education program with family involvement include activities such as eddies, shadows, mirrors, plants’ breathing, water power, etc. that can support scientific process skills of children. Data were analyzed using SPSS 22 package program. Since the data has no normal distribution, the Wilcoxon signed-rank test was used for intra-group comparisons and Paired Sample t Test was used for inter-group comparisons. As a result of the study, a significant difference between experimental and control groups was found in favor of the experimental group in the development of scientific process skills of children. According to this result, it can be said that cooperative learning with family involvement-based education program supports the scientific process skills of children of 5-6 years of age. It may be suggested that cooperative learning with family involvement-based science education should be included and popularized in preschool education. © 2018, Anka Publishers. All rights reserved.

The purpose of this study is to reveal the relationships between middle school students’ emotional expression levels and their self-concept, gender, and school types. It was conducted on the seventh-grade students of five middle schools in Sivas province in the 2016-2017 academic year. Relational survey model was used. The Emotional Expression Questionnaire developed by King and Emmons (1990) and adapted into Turkish by Kuzucu (2011) and the Social Comparison Scale adapted into Turkish by Şahin, Şahin, and Durak (1993) were used as measurement tools. No significant difference was found between the emotional expression levels of the females and the males. However, the females were found to have significantly higher social comparison scores than the males. A significant difference was found between the scores obtained from the Emotional Expression Questionnaire by school type. A low-level significant, positive relationship was found between the scores obtained from the Emotional Expression Questionnaire and those obtained from the Social Comparison Scale.

Objective: The aim of this study is to develop a tool to measure the perceptions of professionals about criminals who are working with criminals or who can possibly work with them in the future. Methods: A 50-item preliminary scale was formed based on the review of the relevant literature, the pilot study and expert opinions. The scale was administered to 392 students. Results: Analysis was conducted with remaining 39 items after item-correlation analysis. The KMO value of the scale was 0.859 and the result of the Bartlett test was 1518.42. The results of the explanatory factor analysis yielded two factors and 12 items. In this scale, the first factor explained 32.42% of the total variance while the second factor explained 20% of the total variance (52.42% in total). The validity analysis of the scale was conducted on a sample of 310 students and the indices showed a good fit (χ2/sd=2.43; RMSEA=0.68; GFI=0.935; AGFI=0.905; NFI=0.902; CFI=0.94). In addition internal validity analyses were performed and the scale was found to have internal validity. In terms of the reliability analyses, Cronbach's alpha (0.82) and split-half analysis (0.80) were performed and the scale’s reliability was verified. Conclusion: The validity and reliability analyzes showed that the Perceptions toward Criminals Scale can be applied to professionals working with criminals or who can potentially work with them in the future

In educational environments prepared based on the active learning method, children learn with interest and pleasure, doing and experiencing, and directly through their own experiences. Considering the contributions of the active learning method and the educational environments designed based on it to children’s development, it can be said that determining pre-service pre-school teachers’ views about this topic will create a difference in the progress of the education system from the traditional model to the modern model and, most importantly, in providing children with better learning experiences. Taking this idea as a basis, the present study aims to explore the use of active learning practices in pre-school education based on pre-service pre-school teachers’ views. The research data were obtained via semi-structured interview form and analyzed through content analysis. 30 pre-service teachers attending the third grade at the department of pre-school education participated in the study. The research findings indicate that the pre-service teachers think with regard to active learning practices in pre-school education that active learning practices in which teachers guide and support children’s learning and a lot of activity processes are offered in a balanced and holistic way should be carried out in well-equipped classrooms that provide children with an area of movement.

This study aims to analyze the effect of the Mother and Child Education Program on the relationship between mothers and their five- or six-year-old children. The study used an experimental design of pretest-posttest-monitoring test with a control group. The participants consisted of 50 preschool children aged five or six along with their mothers. Twenty-five were in the experimental group and 25 were in the control group. Members of the experimental group participated in the Mother and Child Education Program once a week for ten weeks. The study data were collected using the Child-Parent Relationship Scale developed by Pianta in 1992 to evaluate the parent-child relationship and adapted to Turkish language by Akgün and Yeşilyaprak (2010). The NCSS 2007 (Number Cruncher Statistical System-Kaysville, Utah, USA) was used for statistical analyses. The Independent Samples t-test, Mann-Whitney U test, Paired Samples t-test and Wilcoxon signed-rank tests were used to compare quantitative data. Significance was evaluated at the levels of p

The purpose of this research is to explore the social competence and temperament of 4-6 age group children attending pre-school education institutions, to identify whether their social competence levels vary by gender, and to show the relationship between the sub-dimensions of social competence and those of temperament. The study group consists of n=148 female children and n=180 male children in 4-6 age group receiving pre-school education. The data were collected via the Social Competence and Behavior Evaluation Scale-SCBE 30 and the Short Temperament Scale for Children. The data were analyzed via independent-samples t-test and Pearson’s correlation coefficient. The findings were evaluated at .05-.001 significance level. The research findings indicated that children’s social competence levels significantly vary by gender (p