Examination of the Relationship Between the Social Skills and Internet Addiction of Preschool Teachers

The purpose of this study is to reveal whether social skill levels of preschool teachers have a predictor effect on the internet addiction or not. The sample group of the study consists of 150 teachers rendering service in kindergarten classes at primary schools of Denizli Provincial Directorate for National Education, as well as independent kindergartens and practice kindergartens. In the study, Social Skills Inventory (SSI) was used to measure the social skill levels of teachers and Internet Addiction Scale (IAS) was used to measure their internet addiction. According to results, there is a significant relationship between the internet addiction levels of teachers and all the subscale levels of social skills. According to this result, as level of one of the subscales of social skills increases, the internet addiction decreases and as the social skill level decreases, the internet addiction level increases. In addition, the internet addictions of preschool teachers are predicted by the social sensitivity skills, which are among the social skills, at most. They are followed by social control, emotional control and emotional expressivity.Bu araştırmada, okul öncesi öğretmenlerinin sosyal becerilerinin, internet bağımlılıkları üzerindeki yordayıcı etkisi incelenmiştir. Araştırmanın örneklem grubunu, Denizli il Milli Eğitim Bakanlığı’na bağlı ilkokulların anasınıflarında, bağımsız anaokullarında ve uygulama anaokullarında görev yapan 150 okul öncesi eğitim öğretmeni oluşturmuştur. Veri toplama araçları olarak, Riggio tarafından 1986 yılında geliştirilen ve Yüksel (1998) tarafından Türkçe'ye uyarlanan, Sosyal Beceri Envanteri (SBE); Young (1996) tarafından geliştirilen ve Türkçe’ye uyarlama çalışması Bayraktar tarafından 2001 yılında yapılan İnternet Bağımlılığı Ölçeği (İBÖ) kullanılmıştır. Verilerin analizinde Basit Doğrusal Regresyon analizinden faydalanılmıştır. Araştırma sonuçlarına göre öğretmenlerin sosyal becerileri ile internet bağımlılıkları arasında olumsuz yönde orta düzeyde anlamlı bir ilişki olduğu belirlenmiştir. Ayrıca öğretmenlerin sosyal duyarlılık, sosyal kontrol, duyuşsal kontrol ve duyuşsal anlatımcılık becerileri internet bağımlılıklarını anlamlı biçimde yordamaktadır. Sosyal anlatımcılık ve duyuşsal duyarlık becerileri ise internet bağımlılıklarını anlamlı düzeyde yordamamaktadır

Çevre Eğitimi Aile Katılım Etkinliklerinin Anne ve Babaların Çevreye Yönelik Tutumlarına Etkisinin İncelenmesi

Bu çalışmanın amacı; Çevre Eğitimi Aile Katılımı Etkinlikleri ile 5-6 yaşında çocuğu olan anne-babaların çevreye yönelik tutumlarını artırmaktır. Araştırmada yarı deneysel desen kullanılmıştır. Çalışma grubunu Denizli ili Pamukkale ilçesinde bulunan kolay ulaşılabilir örneklem yoluyla seçilen toplam 88 anne-baba oluşturmuştur. Çalışmada iki deney grubu ve iki kontrol grubu olmak üzere toplam dört çalışma grubu bulunmaktadır. Araştırmada veriler Uzun ve Sağlam (2006) tarafından geliştirilen Çevre Tutum Ölçeği aracılığıyla elde edilmiştir. Elde edilen verilerin analizinde İlişkisiz örneklemler için T-testi, İlişkisiz Örneklemler İçin Tek Yönlü Varyans Analizi (ANOVA) ve İlişkili Örneklemler için Tek Yönlü Varyans Analizi (ANOVA) istatistiksel analiz yöntemleri kullanılmıştır. Çalışmanın bulgularına göre; Çevre Eğitimi Aile Katılımı Etkinliklerinin anneler ve babaların çevreye yönelik düşünce, davranış ve tutum toplam puanları üzerinde anlamlı derecede etkili olduğu sonucuna ulaşılmıştır

5-6 YaşÇocuklarinin Akran İlişkileri ve Sosyal Konumlarinin Okula Uyum Düzeyleri Üzerindeki Yordayici Etkisi Boylamsal Çalışma

Araştırmanın amacı, 5-6 yaşçocukların akran ilişkilerinin ve sosyal konum düzeylerinin birlikte, okula uyum düzeyi üzerinde yordayıcıetkisinin olup olmadığının incelenmesidir. Araştırmanın örneklemini, 2010-2011 eğitim-öğretim yılında Denizli ili merkezinde, Serinhisar ve Tavas ilçelerinde okul öncesi eğitim almaya devam eden 175 91 kız, 84 erkek çocuk ve 12 anaokulu öğretmeni oluşturmaktadır.Araştırmada veri toplama araçlarıolarak “Kişisel Bilgi Formu, Ladd ve Profilet Çocuk DavranışÖlçeği, Akranların Şiddetine Maruz Kalma Ölçeği, 5-6 YaşÇocukları İçin Okul Uyumu Öğretmen Değerlendirme Ölçeği, Resimli Sosyometri Ölçeği” kullanılmıştır. Verilerin analizinde; çoklu regresyon analizi uygulanmıştır. Araştırmanın sonuçlarına göre, 5-6 yaşçocuklarının eğitim-öğretim yılıboyunca, dört ölçüm içindede olumlu sosyal davranışdeğişkeninin okula uyum düzeyini en yüksek düzeyde yordayan değişken olduğu bulunmuştur. Genel olarak okula uyumu yordayan diğer değişkenler ise; korkulu kaygılıolma, saldırganlık, sosyal olmayan davranış, aşırıhareketlilik ve sosyal konumdur. Okula uyumu istatistiksel açıdan anlamlıolarak yordamadığıtespit edilen değişkenler; dışlanma ve akran şiddetine maruz kalma değişkenleridir. Olumlu sosyal davranışve sosyal konum düzeyleri arttıkça okula uyum düzeylerinde artışmeydana gelmektedir. Korkulu-kaygılıolma, sosyal olmayan davranış, aşırıhareketlilik ve saldırganlık değişkenlerinin düzeyleri arttıkça okula uyum düzeyinde azalma görülmektedir

Anne Tutumlarının 5-6 Yaş Çocuklarının Sosyal Becerilerini ve Okula Uyumlarının Yordayıcı Etkisi

Araştırmanın amacı, anne tutumlarının çocuklarının sosyal becerileri ve okula uyumlarıüzerindeki yordayıcıetkisini ortaya koymaktır. Araştırmada ilişkisel tarama yöntemi kullanılmıştır. Araştırmanın örneklem grubunu Denizli ilinin merkez ilçesinde ilköğretim okullarının anasınıflarına devam eden 85 çocuk ve annesi oluşturmuştur. Araştırmada veri toplama araçlarıolarak Anne-Babalık Stilleri ve BoyutlarıÖlçeği Anne formu , Sosyal Beceri Formu ve 5-6 YaşÇocuklarıİçin Okul Uyumu Öğretmen Değerlendirme Ölçeği kullanılmıştır. Araştırmanın sonuçlarına göre, annelerin otoriter, yetkeci ve izin verici tutumlarıile 5-6 yaşındaki çocuklarının sosyal beceri ve okula uyum düzeyleri arasında anlamlıdüzeyde ilişki belirlenmiştir. Otoriter ve izin verici tutumlar, sosyal beceri ve okula uyum değişkenleri ile olumsuz yönde anlamlıilişki içindeyken; yetkeci tutum ise sosyal beceri ve okula uyum düzeyleri ile olumlu yönde anlamlıilişki içindedir

Comparison of Ego Resiliency of Preschool Children According to the Variable of Divorce

Resiliency is described as a successful adjustment outcome, process or capacity despite an environment including challenges and threats Özcan, 2005 . Resiliency is a personal quality and power. It is the successful adjustment and recovery against stressful situations Henderson and Milstein, 1996; Norman, 2000 . Some children and youngsters are able to “survive” and continue their interaction with the environment successfully despite various negative events. Such kind of people generally are able to be resilient against stressful events, come through very fast and even become more powerful as a result of problems and negative environmental conditions Öğülmüş, 2001 . Purpose of this study is to reveal whether ego resiliency of children attending preschool education institutions differs according to divorced and not divorced family. The study was conducted in survey method. Two groups of children from the province of Konya were included in the sample group of the study. The first group involved 70 children from the age group of 5-6 years, with divorced parents. Children live with their mothers. Mothers in this group are supported by the Dost Eli Association both psychologically and economically. The other group of the study involved 92 children from the age group of 5-6 years, whose parents are not divorced. All of the children attend preschools. “Children’s Ego Resiliency Scale” was used to determine their ego resiliency for data collection. Eisenberg and colleagues adapted Block’s Q-Sort method in 1996 to develop the Children’s Ego Resiliency Scale, which is a measuring instrument that identifies the resiliency level of children. The 12-item scale is used to assess the resiliency level of preschool-primary school children. Adaptation of the scale into Turkish was conducted by Önder and Gülay Ogelman in 2011. Ego resiliency data of children were obtained from mothers during the study. Collection of data lasted about 3 months. The state of divorce does not have a significant effect on the ego resiliency levels of girls and boys in the sample handled. According to the findings obtained, although children with divorced families have lower mean score than children of undivorced families with respect to resilience, no statistically significant difference was found. The reason for this situation may be thought that divorced mothers included in study group were provided both psychological and economical support by Friend Hand Association, which is a nongovernmental organisation. There are some limitations in this study, as well. In line with these limitations, following points should be considered in future studies on this subject: This study is limited with sampling groups consisting of 70 children with divorced parents and 92 children with undivorced parents. Such numbers may be increased in future studies. In this study, ego resiliency levels of children were determined according to the views of mothers. In other studies, data should be collected by means of different information sources such as peer views, sociometry and observation. Long-term effects of divorce on children should be determined by using relational survey method and conducting longitudinal studies. This study is limited with the variable of divorce. In future studies, effect of different variables divorce process, how much time is spent with parents after divorce and how, etc. regarding divorce should be examined. As well as social development, effect of divorce on other development fields should be investigated. It is required to conduct studies that investigate the effects on quality of the relationship of mother-child and father-child and the development of the child during and after the divorce. According to the result of the study, it is recommended that family education programs could be prepared aimed at divorced family children and also psychological counselors can support the children in preschool age about the effects of divorce on child. In addition, to minimise divorce effects on children they can benefit from play therapy. In kindergartens, teachers should guide parents in divorce process, deal with children of such families personally, and observe them regularly and continuously. In addition, they should follow carefully general development of children of divorced families especially their social skills, peer relations, and school adjustment, and should immediately intervene in problems

The peer relations of 5-6 year old children in relation to age and gender

Problem Statement: The preschool period is when the foundations of peer relations are laid and, for this reason, is an important period in terms of the short and long term effects of peer relations. Successful and independent relations built with peers during this period also determine a child's mental health in future years. When children experience problems and failures in peer relations during this period, they bear the risk of developing behavioral and social incompatibilities in the future. Thus, their risk of experiencing mental retardation and behavioral problems increases. Purpose of Study: The purpose of this research is to study the peer relations of 5-6 year old children in relation to age and gender. Methods: The sample group of the present study consisted of 450 children, aged 5-6, who were attending preschools located in Denizli, Turkey. A form of demographic data, the Ladd and Profilet Child Behavior Scale, and the Victimization Scale were used as data gathering tools in the study. These tools were used by the teachers. A two-way variance analysis (ANOVA) technique was used in this study. Findings and Results: The results indicated that statistically significant differences were found in the asocial behavior of children, the act of being excluded from the group and hyperactivity related to age. Some significant differences were also found in terms of aggression, prosocial behavior, hyperactivity and peer victimization in relation to the gender of children. Conclusion and Recommendations: In general terms, age or gender is observed to affect all peer relation variables except social position. Results obtained in relation to age are striking, as they indicate that a one-year age difference may be crucial to behavior and peer relations in developmental terms during the preschool period. It was determined that gender is also an important variable that may affect peer relations among young children

Relationship of different variables to depressive symptoms in early childhood: A research from the point of parental acceptance-rejection, social development, social skills and peer relationships

This study was conducted to determine the relationship between depressive symptoms and parental acceptance-rejection, social development, social skills, and aggression, prosocial behavior, asocial behavior, fearful-anxiety, exclusion, hyperactivity-distractible and victimization levels in peer relationships in early childhood. The participants of the study included 247 6-year-old Turkish children (123 girls and 124 boys) and their parents. The sample group was receiving preschool education in the city of Denizli (in Turkey) at a school affiliated with the Ministry of National Education. Social Skills Form, Marmara Developmental Scale (Social Development Subscale), The Child Behavior Scale and The Victimization Scale, Children's Depression Inventory, Parental Acceptance-Rejection Questionnaire (PARQ) (Mother Form-Father Form) were used in the study. Social Skills Form, Marmara Developmental Scale (Social Development Subscale), The Child Behavior Scale and The Victimization Scale were filled out by the teachers. Children's Depression Inventory was applied to children individually by specialized staff in classroom environment. Parental Acceptance-Rejection Questionnaire (PARQ) (Mother Form-Father Form) was filled out by mothers and fathers. The results of the study revealed a relationship between the parental acceptance-rejection, social development, social skills, aggression in peer relationships, prosocial behavior, asocial behavior, exclusion, fearful-anxiety behavior, victimization and hyperactivity-distractibility levels of children in early childhood and depressive symptoms. © Sila Science

Aggression levels of 5- to 6-year-old Turkish children in terms of gender, age, and peer relations variables

The purpose of this study is to assess the aggression levels of 5- to 6-year-old Turkish children in terms of various variables. Participants of this study were 697 children (335 girls and 362 boys) attending preschool. According to study results, the level of aggression in Turkish children between ages 5 and 6 changed, based on all variables in the research. The variables used to determine children's levels of aggression were gender, age, prosocial behavior, asocial behavior, exclusion, fearful-anxiety, hyperactivity-distractibility, and peer victimization. Copyright © Association for Childhood Education International

Teaching preschool children about nature: A project to provide soil education for children in Turkey

In terms of gaining environmental awareness and sensitivity, preschool is the most important period in an individual's life. Preschool education enables lasting steps to be taken towards sustainable development, which has become widespread issue of increasing importance in recent years, and whose importance continues to increase. There is a need for studies that establish environmental awareness and support sustainable development throughout the world, especially in developing countries, such as Turkey. Taking this need into consideration, the purpose of this study is to introduce the results of the "Learning about soil with Tipitop and his friends" project, a project organized within the scope of the project group activities of the Scientific and Technological Research Council of Turkey (TUBITAK) Schools of Nature and Science (4004). The aim of the project was to introduce soil and concepts related to soil conservation to preschool children between 5 and 6 years of age. The sample group of the project was comprised of 180 children (90 experimental, 90 control) between the ages of 5 and 6, attending the kindergarten of primary schools, affiliated to the National Ministry of Education, located in the province of Denizli. Research findings demonstrated that the soil-related knowledge scores of children in the experimental group of the project increased in a statistically significant way, in comparison to those of children in the control group. © 2012 Springer Science+Business Media, LLC

Çevre eğitimi aile katılım etkinliklerinin anne ve babaların çevreye yönelik tutumlarına etkisinin incelenmesi

The aim of this study is to increase environmental attitudes of parents with 5-6 year-old children with the help of Environmental Education Family Involvement Activities. In the study, quasi-experimental design was used. Sample group of the study consisted of totally 88 parents with 5-6 year-old children, who were selected in Pamukkale district of Denizli province, by using easily accessible sampling method. There were totally four study groups in the study (two experimental groups and two control groups). The data of the study were obtained via Uzun and Sağlam (2006) by developed Environment Attitude Scale. In the analysis of the obtained data, independent samples t-test among inferential statistical techniques, One-Way Analysis of Variance for Independent Samples (ANOVA) and One-Way Analysis of Variance for Dependent Samples (ANOVA) were used. Environmental Education Family Involvement Activities were concluded to be effective significantly on total scores of environmental thoughts, behavior, and attitudes of 5-6 year old children’s mothers and fathers. © 2019, Ankara University. All rights reserved