Understanding the Gaps Between Turkish Teachers' Beliefs and Practices for Dealing With Preschoolers' Peer Relationship Problems

Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children's peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children's daily routines and activities in a natural classroom environment, which specifically included the teachers' problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers' beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers' stress on children's role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children's peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems

Preschool teachers' strategies to enhance social interaction skills of children during playtime

The purpose of this study is to examine how preschool teachers organize free play activities and what kind of strategies they use for enhancing peer related social interactions among 6-year-old children. The study was conducted in Ankara by interviewing with teachers to obtain their views and experiences on peer related social interaction during playtime and by observing them to learn their actions to facilitate peer interactions. Findings of this study are thought to highlight the importance of the teachers' role in the development of social skills mid peer relationships in early years. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboyl

A qualitative study about transmission of religious issues

Throughout the childhood, with the help of social, familial and educational agencies, together with views about self and outer world, an individual acquires religious perspective. The purpose of this qualitative study is to discover the individuals' constructions of current life experiences, related psychological outcomes and emotions based on the religion education process. University students in Ankara, were interviewed about their current and past life experiences on religion education process. Findings of this study are thought to point out the importance of parents' and educational agencies' religion education practices in relation to individuals' current life experiences and psychological outcomes. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboyl

Investigating the National Dissertation and Thesis Database in the Field of Early Childhood Education in Turkey

The importance of Early Childhood Education (ECE) in Turkey is growing and research into ECE is necessary for the development of a solid knowledge bank on which to base educational and training programs. In this study 410 dissertations and theses from the National Dissertation and Thesis database were analyzed in terms of variables including publication years, universities and departments. The outcome that ECE research in Turkey has increased, but many ECE areas have been neglected. It is hoped that future research will explore these areas and this will contribute to a greater understanding of needs and requirements of ECE programs. (C) 2009 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Y.B