Enriching mothers’ maths talk with their children through home visits

In this case study, it was examined the nature of mother’s math talk in the conversations with their children and the changes in mothers’ math talk in case of enriching the home math environment through home based training activities. The naturalistic interactions between seven mothers and their preschool-aged children were recorded two times before and after the eight-week training activities. Training activities included the discussion sessions about children’s math development in early years and mothers’ conducting math activities with children in daily life. Findings from this research reveal that mothers’ conversations with their children contain many words related to various mathematical skills. The research has also shown that some kinds of activities support the probability of emerging math talks. Moreover, it was found that the amount and quality of mother’s talk about mathematical concepts and skills increased after the home visits including training activities

The investıgation of the relationship between school readiness and emotion knowledge.

TEZ10358Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2014.Kaynakça (s. 80-89) var.xvii, 94 s. : tablo ; 29 cm.Bu araştırma, okul öncesi eğitim kurumuna devam eden çocukların ilkokula hazır bulunuşlukları ile duygu bilgisi arasındaki ilişkiyi incelemek amacıyla gerçekleştirilmiştir. Korelasyonel araştırma yöntemi ile yürütülen bu çalışmanın evrenini Adana il merkezinde yer alan okul öncesi eğitim kurumlarına devam eden 60-78 aylık çocuklar, onların ebeveynleri ve öğretmenleri oluşturmaktadır. Araştırmanın örneklemini ise uygun örnekleme yolu ile belirlenen Adana ili merkez ilçelerinde bulunan Milli Eğitim Bakanlığı’na bağlı anaokullarında 2013-2014 eğitim öğretim yılında eğitim almakta olan 60-78 ay aralığındaki 303 çocuk (160 kız, 143 erkek), onların ebeveynleri ve öğretmenleri oluşturmaktadır. Çalışmaya katılan çocukların ve ailelerinin demografik özelliklerine ilişkin veriler araştırmacı tarafından hazırlanan Kişisel Bilgi Formu aracılığıyla toplanmıştır. Çocukların ilkokula hazır bulunuşluğu Marmara İlköğretime Hazır Oluş Ölçeği ile belirlenmiş ve duygu bilgisi Denham Duygu Anlama Testi ile ölçülmüştür. Marmara İlköğretime Hazır Oluş Ölçeği’nin Uygulama Formu çocuklara birebir uygulanırken, Gelişim Formu çocukların öğretmenleri tarafından doldurulmuştur. Denham Duygu Anlama Testi’nin ebeveyn formu çocukların aileleri tarafından doldurulduktan sonra buna bağlı olarak test, çocuklara kuklalar aracılığıyla uygulanmıştır. Denham Duygu Anlama Testi’nin Türkçeye uyarlama çalışmaları araştırmacı tarafından gerçekleştirilmiştir. Sonuç olarak, araştırmaya katılan çocuklar Marmara İlköğretime Hazır Oluş Ölçeği ile elde edilen verilere göre ilkokula hazır olarak değerlendirilmiştir. Bunun yanı sıra, Marmara İlköğretime Hazır Oluş Ölçeğinin Uygulama ve Gelişim formu puanlarının yaşa göre anlamlı bir farklılık gösterdiği belirlenmiştir. Altı yaş grubunda er alan çocuklar, beş ve beş buçuk yaş grubunda yer alan çocuklardan anlamlı şekilde daha fazla hazır oluş puanı elde etmişlerdir. Denham Duygu Anlama Testi’nden elde edilen sonuçlara göre araştırmaya katılan çocukların çoğunun mutlu, üzgün, kızgın ve korkmuş duygularını, bu duyguyu ortaya çıkarabilecek durumlarla karşılaştıklarında ayırt edebildikleri belirlenmiştir. Denham Duygu Anlama Testi puanlarının yaşa göre anlamlı bir şekilde farklılaşmadığı saptanırken, çocukların elde ettikleri puan ortalamaları dikkate alındığında yaş arttıkça çocukların aldığı duygu anlama puanlarının arttığı gözlenmiştir. Çocukların Marmara İlköğretime Hazır Oluş Ölçeği Uygulama Formu puanları ile Denham Duygu Bilgisi Testi’nden elde ettikleri puanlar arasında ve Marmara İlköğretime Hazır Oluş Ölçeği Gelişim Formu puanları ile Denham Duygu Bilgisi Testi’nden elde ettikleri puanlar arasında orta düzeyde pozitif yönlü anlamlı ilişkilerin bulunduğu tespit edilmiştir. Ayrıca, çocukların Marmara İlköğretime Hazır Oluş Ölçeği Uygulama Formu ve Gelişim Formu puanlarının duygu bilgisi düzeylerine göre anlamlı bir farklılık gösterdiği belirlenmiştir. Yapılan çoklu karşılaştırma testlerinin sonucunda “yüksek” düzeyde duygu bilgisine sahip olan çocukların “orta” ve “düşük” düzeyde duygu bilgisine sahip olan çocuklardan daha fazla Uygulama ve Gelişim Formu puanına sahip olduğu; “orta” düzeyde duygu bilgisine sahip olan çocukların ise “düşük” düzeyde duygu bilgisine sahip olan çocuklardan daha fazla Uygulama ve Gelişim Formu puanına sahip olduğu belirlenmiştir.This study was conducted to investigate the relationship between the school readiness of children who attended early childhood education and their emotion knowledge. The population of this correlational study was children between 60-78 month of age who attended early childhood education in the central districts of Adana and their parents and teachers. The sample of the study occured from 303 children (160 female, 143 male) who received preschool education in the central districts of Adana at 2013- 2014 school year and their parents and teachers. The data related to the demographic information of the participant children and their parents gathered via Personal Information Form which prepared by the researcher. Children’s school readiness were assessed with Marmara Primary Education Readiness Scale and their emotion knowledge was measured with Denham Affective Knowledge Test. Application Form of Marmara Primary Education Readiness Scale was applied to children individually whereas its Development Form was filled by their teachers. After the parent questionnaire of Denham Affective Knowlegde Test was answered by the parents, depending on the answers of them test was applied with puppets to children. The adaptation study of Denham Affective Knowledge Test was conducted by the researcher. As a result, according to the data obtained from Marmara Primary Education Readiness Scale, participant children were determined as ready for primary school. In addition, there was a significant difference in Marmara Primary Education Readiness scores in terms of age. Six-year-old children have more readiness scores than five and five-and-a-half-year-old children. According to the results of Denham Affective Knowledge T st, it was detected that most of the participant children can discriminate happy, sad, anger and scared when they faced with the situation eliciting these emotions. There is no significant difference in emotion knowledge scores in terms of age. However, when the mean of emotion knowledge scores was taken into consideration, it was observed that emotion knowledge scores were increasing with age of children. It was found that there are positive moderate significant relationships between both children’s Marmara Primary Education Readiness Scale Application Form scores and Denham Affective Knowledge Test scores; and Marmara Primary Education Readiness Scale Development Form scores and Denham Affective Knowledge Test scores. Moreover, there is a significant difference between children’s Marmara Primary Education Readiness Scale Application and Development Form scores according to the level of Denham Affective Knowledge Test scores. In the result of posthoc analysis, it was found that children who have ‘high’ level of emotion knowledge scores have more Application and Development Form scores than the children who have ‘moderate’ and ‘low’ level of emotion knowledge while children who have ‘moderate’ level of emotion knowledge have more Application and Development Form scores than the children who have ‘low’ level of emotion knowledge.Bu çalışma Ç.Ü. Bilimsel Araştırma Projeleri Birimi tarafından desteklenmiştir. Proje No: SYL2014-2566

Understanding home math environments and math talks of children with low and middle socioeconomic status

The early experiences of children play an important role in their mathematical skills. The purpose of this study is to explore home math environment and math talks of preschool children with low and middle socioeconomic status (SES) in their daily life. The participants of the study consisted of 14 children (45-76 months) with low and middle SES and their parents. The home math environments of the children were examined based on the materials at home and the home math activities with their parents. In addition, the natural conversations of children with their parents were recorded and their math talks were analyzed. The findings showed that the number of materials that support mathematics learning in the children’s homes with low SES children is less than children’s with middle SES. The homes of children with low and middle SES parents’ home math activities diversified in terms of the frequency and the types. In addition, parents and their children produced math talks in various categories such as counting, classification, comparison, ordering, spatial perception, operation, measuring and one-to-one corresponding during daily conversations. In all categories, parent-child dyads with middle SES produced more math talks than those with low-SES. SES is an important factor that should be taken into account in parental support to children’s math development. © 2022, Ozgen Korkmaz. All rights reserved

The Impacts of Preschool Teachers' Mathematics Anxiety and Beliefs on Children's Mathematics Achievement

This study was conducted to investigate the impacts of preschool teachers’ mathematics anxiety and beliefs on children’s mathematics achievement. Sample consisted of 400 preschool children. As data collection tools “Beliefs Survey”, “Math Anxiety Scale”, “Number and Operation Task” and “Geometric Shapes Sorting Task” were used. Results showed that teachers’ mathematics anxiety did not lead to significant difference on children’s mathematics achievement while their belie

The development of brand awareness in young children: how do young children recognize brands?

The purpose of the research is to investigate when young children develop brand awareness by means of using some clues. A total of 66 children, aged 3–5, attending a preschool participated in the research. Individual interviews were performed to investigate children's brand awareness. In line with this purpose, the brand logo, brand character and 41 flashcards containing some photos belonging to the product packaging of the brand were presented to the children. The children were instructed to say the name of the brand and the product it belonged to after looking at the photos on the cards. The results of this research showed brand awareness in children as early as 3 years old. Even 3-year-old children remembered both the brand and the product after seeing the brand's logo, packaging and character. The young children, however, had more difficulties in remembering the brand's name, and most of the time, they remembered the product but not the brand's name correctly. While the age of the children was an important predictor of brand awareness, the effect of gender was not significant. There were differences in the variety of brands that were remembered by the female and male children. Brand awareness showed an increase in direct proportion to age. © 2016 John Wiley & Sons Lt

Pre- and In-Service Preschool Teachers' Science Teaching Efficacy Beliefs

In this study, pre- and in-service preschool teachers’ science teaching efficacy beliefs were investigated. The sample included 100 pre-service (50 first grades and 50 last grades) and 73 in-service preschool teachers. As a data collection tool “Science Teaching Efficacy Belief Instrument” was used. Findings indicated that in-service teachers had higher science teaching efficacy belief score than preservice teachers. Also, last grade pre-service teachers had higher science teaching efficacy belief score than first grade pre-service teachers. Moreover, pre-service teachers who graduated from mathematics and science departments at high school had more science teaching efficacy belief score than those who graduated from literature and mathematics department. Finally, teachers who have teaching experience of more than 10 years had higher level of science teaching efficacy beliefs than those who have less teaching experience

2 PRINCIPLES OF EFFECTIVE USE OF TABLET PCS IN EARLY CHILDHOOD EDUCATION

Bu araştırmada tablet bilgisayarların okul öncesi eğitimde destek materyali olarak kullanılması incelenmiştir. Araştırmanın amacı, tablet bilgisayarların okul öncesi eğitimde, sınıfta kullanımı sırasında ortaya çıkan sorunları belirlemek, bu sorunlardan yola çıkarak etkili kullanım ilkeleri oluşturmaktır. Araştırma nitel araştırma yöntemlerinden durum çalışması (case study) ile desenlenmiştir. Katılımcı gözlem, görüşme ve video kaydı ile veri toplanmıştır. Tablet bilgisayarların okul öncesi eğitimde motivasyonu ve etkileşimi arttıran, çocuk merkezli eğitimi destekleyen bir materyal olduğu bulunmuştur. Araştırma Adana ili Çukurova ilçesinde bulunan bir anaokulunun bir sınıfında 5-6 yaş grubundaki 34 çocuk ve bir öğretmen ile yapılmıştır. Araştırma sonucunda eğitimde tablet bilgisayarın kullanımı hakkında öğretmen ve çocukların olumlu düşüncelere sahip oldukları ve çocukların gelişiminde olumlu yönde etkileri olduğu sonucuna ulaşılmıştır.This study investigates the usage of tablet computers as supportive materials in early childhood education. The aim of the research is to identify problems arising during the use of tablet computers in the preschool classroom and to establish effective usage principles corresponding to these problems. Based on the research aim qualitative case study methodology was used. The data were obtained with participant observation, interview and video recording. As a result, it was found that tablet computer is a material that supports child-centered education and increases the motivation and interaction in early childhood education. The interview with teacher and children showed that they have positive thoughts about the use of tablet computers in education