EXAMINATION OF SOCIAL SKILLS OF PRE-SCHOOL CHILDREN IN TURKEY

This study aims to investigate whether there is a relationship between the 5-6 years old children’s social skills and their age, gender as well as their parent’s age and educational background and similar variables. The sampling of the study consists of the 5-6 years old children who continue kindergarten, nursery and pre-school in the city of Ankara. The sampling was composed of 300 children and their parents (143 girls and 157 boys). The data was collected with questionnaire and scales. The information about children and their parents was compiled by using the questionnaire form that was prepared by the researcher. The children social skills were measured by using “Social Skills Assessment Scale” that includes 62 items with 9 sub-scales developed by Avcıoğlu (2007). The obtained data was tested with t-test and one-way ANOVA. The results showed that there are statistically significant differences between gender and social skills of children. The girls have statistically higher scores than boys on social skills sub-scales. Also, there are statistically significant differences in some social skills scales between mothers who are not working and mothers who are working. Children whose mothers are housewives had much higher scores on Anger Management and Accommodation Skills, Self-Control Skills, Listening Skills, Outcome Accepting Skills than children whose mothers are working. The results are discussed within the scope of the relevant literature.   Article visualizations

Investigation of the Effectiveness of the Social Interaction Program Applied to the Students in an Elementary School

This study examines the effectiveness of the Gazi Inclusive Environment Social Integration Program (GIESIP), which we applied to 4th-grade elementary school students. We completed the study in an elementary public school located in Ankara in the 2016-2017 academic years. The study group consisted of 30 female and 28 male students. We chose the school via a random sampling method among public elementary schools. This school is in a middle socioeconomic status region in the Mamak district of Ankara, Turkey. In the study, we used a quasi-experimental design, including an experimental-control group, pre-test, post-test, and follow-up test. We applied a personal information form, Social Acceptance Scale (SAS), and Perceived Social Support Scale-Revision (PSSS-R). Research findings reveal that the students who have typical development levels in the experimental group have highly increased levels of social acceptance and perceived social support. Based on the results of the study, we can recommend that teachers who have inclusive students in their classes improve and support the development of the students’ social acceptance

Investigating and comparing the relationship between parental monitoring types and perceived parenting styles of the Turkish students

The relationship between parental monitoring and parental styles are considered as an important subject for child development field. The aim of this article is to analyze the perceptions of the adolescents about their parents’ parental monitoring and parenting styles in terms of the participants’ gender, family education and family jobs status. The sample size is 252 adolescents with 158 female nd 94 male students. The data were collected by the Parental Monitoring Instrument (PMI) and the Parenting Styles Scale. The sample was chosen from one Anatolian high school in Ankara, one Multi-Programme High School in Çankırı and one Multi-Programme High School in Yozgat with simple and random sampling. The results showed that there were statistically significant differences between mother acceptance/warmth and gender scores t(250)=3,281 and mother control and gender scores t(250)=2,263; p<0.05. The study also analyzed the relationship between adolescent ages and grades as well as the number of children, mothers’ ages and fathers’ ages and the parental style with some statistically significant results. The one-way ANOVA results indicated that there are statistically significant differences between adolescents’ perceptions of parental monitoring sub-scales and the mothers’ parenting styles sub-scales. Except computer monitoring, in all parental monitoring sub-scales, the mothers parenting styles have shown statistically significant differences.

Synthesis and characterization of novel substituted N-benzothiazole-2-yl-acetamides

AbstractSchiff base derivatives of benzothiazole 2a–e have been synthesized by reacting with substituted 2-aminobenzothiazole 1a–e and different substituted benzaldehydes 5a–e. The obtained Schiff bases reaction with NaBH4 has afforded the corresponding some novel amines 3a–e. The condensation of amines with chloroacetylchloride leads to novel amide derivatives 4a–e. The structures of the synthesized compounds are characterized by elemental analysis, IR, MS, 1H NMR and 13C NMR

A Variational Autoencoder for Heterogeneous Temporal and Longitudinal Data

The variational autoencoder (VAE) is a popular deep latent variable model used to analyse high-dimensional datasets by learning a low-dimensional latent representation of the data. It simultaneously learns a generative model and an inference network to perform approximate posterior inference. Recently proposed extensions to VAEs that can handle temporal and longitudinal data have applications in healthcare, behavioural modelling, and predictive maintenance. However, these extensions do not account for heterogeneous data (i.e., data comprising of continuous and discrete attributes), which is common in many real-life applications. In this work, we propose the heterogeneous longitudinal VAE (HL-VAE) that extends the existing temporal and longitudinal VAEs to heterogeneous data. HL-VAE provides efficient inference for high-dimensional datasets and includes likelihood models for continuous, count, categorical, and ordinal data while accounting for missing observations. We demonstrate our model's efficacy through simulated as well as clinical datasets, and show that our proposed model achieves competitive performance in missing value imputation and predictive accuracy.Comment: Preprin

Okul öncesi dönemde çocuğu olan babaların çocuklarının cinsel gelişimlerine yönelik tutumları

Sexual development begins in the mother's womb and is affected by other environmental factors, especially parental attitude, with birth. This research aims to reveal fathers' attitudes on sexual development and the demographic variables (child’s age, child’s sex, number of children, father's age, father's education level, socioeconomic level) that affect these attitudes. This study is in the quantitative research approach and the descriptive model. The study group consists of 190 fathers who have children aged 3-6. The data were collected on the internet by using the 'Information Form' and the 'Parental Attitude Scale'. While analyzing the data, independent sample t-test, one-way ANOVA, and Tukey test analysis were used. According to the findings, it is seen that there is a significant relationship between the variables of child’s sex, number of children, father's education level, socioeconomic level, and fathers' attitudes towards sexual development. There was no significant relationship between the age of the father, the age of the child, and the father's attitude. It is seen that the mean scores of the fathers' attitudes towards sexual development are in the range of neutral-positive attitudes. While fathers generally had a positive attitude towards children's sexual questions and sexual behaviors, they had a negative attitude towards social norms.Cinsel gelişim anne karnında başlar ve doğumla birlikte başta ebeveyn tutumu olmak üzere diğer çevresel faktörlerden de etkilenir. Babalar, cinsel gelişim sürecinde çocuklarına rol model olurlar ve çocukların sağlıklı bir özdeşim kurmalarına yardımcı olurlar. Ayrıca babaların çocukları ile cinsel iletişim kurmaları çocukların gelecekteki cinsel davranışlarını da etkileyerek onları cinsel risklerden uzak tutmaktadır. Bu nedenle babaların cinsellik konusunda iletişime açık olmaları ve olumlu bir tutum sergilemeleri oldukça önemlidir. Bu araştırma, babaların cinsel gelişime yönelik tutumlarını ve bu tutumları etkileyen demografik değişkenleri (çocuğun yaşı, çocuğun cinsiyeti, çocuk sayısı, babanın yaşı, babanın eğitim düzeyi, sosyoekonomik düzeyi) ortaya çıkarmayı amaçlamaktadır. Araştırma, nicel araştırma yaklaşımında ve betimsel modeldedir. Çalışma grubu 3-6 yaş arası çocuğu olan 190 babadan oluşmaktadır. Veriler internet ortamında, 'Bilgi Formu' ve 'Ebeveyn Tutum Ölçeği' kullanılarak toplanmıştır. Verilerin analizinde bağımsız örneklem t-testi, tek yönlü ANOVA ve Tukey testi analizi kullanılmıştır. Elde edilen bulgulara göre çocuğun cinsiyeti, çocuk sayısı, baba eğitim düzeyi, sosyoekonomik düzey değişkenleri ve babaların cinsel gelişime yönelik tutumları arasında anlamlı bir ilişki olduğu görülmektedir. Babanın yaşı, çocuğun yaşı ve babanın tutumu arasında anlamlı bir ilişki bulunamamıştır. Babaların cinsel gelişime yönelik tutum puan ortalamalarının nötr-olumlu tutum aralığında olduğu görülmektedir. Babalar çocukların cinsel soruları ve cinsel davranışlarına karşı genellikle olumlu bir tutum sergilerken, sosyal normlara karşı olumsuz bir tutum sergilemişlerdir

Teachers’ opinions regarding the symptoms of central auditory processing disorder in children with reading and writing difficulties

Central Auditory Processing Disorder (CAPD) refers to difficulties in perceptual processing of auditory information. It is a difficulty experienced by a person whose pure tone hearing, intelligence, and language abilities are within the appropriate age norms. In children with CAPD, difficulty in spelling and reading loudly can also be observed. Symptom scales (or questionnaires) are required to determine the presence of CAPD-like symptoms. If risks are found in the scales, the children are referred for diagnosis. The study reported on here aimed to investigate whether CAPD symptoms were underlying to reading and writing difficulty. Eight state schools were randomly selected. The questionnaire evaluating the presence of the CAPD symptoms was answered by 32 teachers for 328 children in total. While the children without reading and writing difficulty did not have CAPD indications, the probability of having CAPD was significantly higher in the children with reading and writing difficulties (p < 0.001). When gender effect was examined, a higher CAPD symptom score was found in males. As a result of the 18-item questionnaire, it was detected that children with CAPD symptoms had a significant disadvantage in reading and writing compared to children who did not have these symptoms. Children with CAPD symptoms should be referred for diagnosis if the CAPD indications are identified. Keywords: central auditory processing disorder; initial reading and writing skills; reading and writing difficulties; reading and writing difficulty questionnair

Examination of speech-sounds disorder in children between 78-90 months with reading and writing difficulty: 78-90 ay aralığında okuma yazma güçlüğü olan çocuklarda konuşma sesleri bozukluğunun incelenmesi

In the development of reading and writing, the ability to recognize the speech sounds, which are phonemes, is accepted as the determining factor. Tests are needed to measure auditory processing skills in terms of detecting the nature of the problem in children who have difficulty in reading and writing despite their normal development. For this purpose, it was tried to determine the source of the problem by applying the Speech Sound Recognition Test (SSRT) to the children with and without reading and writing difficulties. By using quantitative research method, 30 children between 78-90 months of age were included in the study. Control 1 (normal) group 10 (6 girls, 4 boys); experimental group (reading and writing difficulty) 10 (6 girls, 4 boys), control 2 (reading and writing difficulty) group were grouped as 10 (5 girls, 5 boys) children. Writing Skills Scale, False Analysis Inventory and Speech Sound Recognition Test were used as data collection tools. In the analysis of data, Kruskal Wallis Variance Analysis was used for descriptive statistics and group comparisons. It was found that the scores of data collection tools, experimental group and control 2 groups were significantly lower than those of the control group. In the experimental and control groups, the mean of starting to talk with the first words of the children having reading and writing difficulty were significantly different when compared to the control 1 group (normal). It was determined that the children in the experimental and control 2 groups started to talk quite late compared to the children in the control 1 (normal) group. According to the present findings, it was seen that delayed speech may have a negative effect on academic skills in the future, and it was concluded that recognition of speech sounds was a basic skill on reading and writing. Children who get phoneme recognition trainings in preschool period can learn to read and write more easily. And also the SSRT can be used as a suitable training material in the detection and education of children with reading and writing difficulties. Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Okuma yazma gelişiminin sağlanmasında dile ait sesler olan konuşma seslerini tanıma becerisi belirleyici etken olarak kabul görmektedir. Normal gelişim göstermesine rağmen okuma yazma öğreniminde güçlük görülen çocuklarda problemin doğasını tespit etmek açısından, işitsel işlemleme becerisini ölçmeye uygun testlere ihtiyaç duyulmaktadır. Bu amaçla okuma yazma güçlüğü görülen ve görülmeyen çocuklara Konuşma Seslerini Tanıma Testi (KSTT) uygulanarak problemin kaynağı tespit edilmeye çalışılmıştır. Nicel araştırma yöntemi kullanılarak yaşları 78-90 ay aralığında 30 çocuk araştırmaya dahil edilmiştir. Kontrol 1 (normal) grubu 10 (6 kız, 4 erkek); deney (okuma yazma güçlüğü) grubu 10 (6 kız, 4 erkek), kontrol 2 (okuma yazma güçlüğü) grubu 10 (5 kız, 5 erkek) çocuk olarak gruplandırılmıştır. Veri toplama aracı olarak Yazma Becerisi Ölçeği, Yanlış Analizi Envanteri ve Konuşma Seslerini Tanıma Testi kullanılmıştır. Verilerin analizinde tanımlayıcı istatistikler ile grup karşılaştırmalarında Kruskal Wallis Varyans Analizi kullanılmıştır. Okuma yazma güçlüğü olan deney ve kontrol 2 gruplarının, konuşma sesleri tanıma ve tanıdığı sesi yazma puanlarının okuma yazma güçlüğü olmayan kontrol 1 grubuna göre anlamlı düzeyde düşük olduğu görülmüştür. Deney ve kontrol 2 grubundaki çocukların ilk kelimelerini söylemeye başlama ayı ve ikili ifadelere başlama ayı kontrol 1 (normal) grupla karşılaştırıldığında, normallere göre anlamlı düzeyde farklı bulunmuştur. Deney ve kontrol 2 grubundaki çocukların, kontrol 1 (normal) grubundaki çocuklara göre konuşmaya oldukça geç başladığı tespit edilmiştir. Mevcut bulgular doğrultusunda konuşmaya geç başlamanın ilerideki akademik becerileri olumsuz etkileyebileceği görülmüş olup, konuşma seslerini tespit etmenin okuma ve yazma kazanımı üzerinde temel bir beceri olduğu sonucuna varılmıştır. Okul öncesi dönemde konuşma seslerini tanıma eğitimleri ile temel okuma yazma becerisi kazanımının kolaylaştırılması mümkün olacağı gibi, okuma yazma güçlüğü görülen çocukların tespitinde ve eğitiminde KSTT uygun bir eğitim materyali olarak kullanılabilir. &nbsp

Eskişehir koşullarında mısırın su-verim ilişkileri

TEZ1366Tez (Doktora) -- Çukurova Üniversitesi, Adana, 1993.Kaynakça (s. 76-83) var.v, 85 s. ; 30 cm.