Mothers’ evaluation of cartoons’ influence on early childhood children

AbstractThe purpose of this study is to investigate mothers’ thoughts about the influence of cartoons on their young children. Two hundred twenty three mothers of preschoolers and kindergarteners completed and returned a demographic information form and “Mothers’ Evaluation of Cartoons” questionnaire. ANOVAs were computed to examine the effects of demographic characteristics and television related variables on mothers’ thoughts about cartoons. Mothers’ educational level, children's age, parent-child length of daily television watching and their perception of television affected their thoughts about cartoons’ influence on children

Mothers' evaluation of cartoons' influence on early childhood children

The purpose of this study is to investigate mothers' thoughts about the influence of cartoons on their young children. Two hundred twenty three mothers of preschoolers and kindergarteners completed and returned a demographic information form and "Mothers' Evaluation of Cartoons" questionnaire. ANOVAs were computed to examine the effects of demographic characteristics and television related variables on mothers' thoughts about cartoons. Mothers' educational level, children's age, parent-child length of daily television watching and their perception of television affected their thoughts about cartoons' influence on children. © 2010 Elsevier Ltd. All rights reserved

OSMANLI İMPARATORLUĞU’NUN SON YILLARINDA GAZETE REKLAMLARI VE UYGULAMALARI

Reklamcılık insanlarıbir mal veya hizmet satınalmaya ikna etmenin en etkili yollardan biridir. Türkiye ekonomisinde reklamcılığın önemi ve etkileri ile ilgili bir takım kitaplar, makaleler vb. bazıçalışmalarıbulmak mümkündür. Fakat, reklamcılığın tarihi ve başlangıcıhakkındaki çalışmalar söz konusu olduğunda, çok az çalışma olduğunu görmekteyiz. Biz bu çalışmada araştırmacıların dikkatini reklamcılığın tarihsel gelişimine çekmeye çalıştık. Bu çalışmanın esas konusu Osmanlı İmparatorluğu’ndaki gazete reklamlardır. Biz bu çalışmada, Osmanlıİmparatorluğu’nun son dönemindeki gazete reklamlarınısergiledik ve bilimsel bir analizle değerlendirdik

Children, mothers, and preschool teachers’ perceptions of play: Findings from Turkey and Norway

This cross-cultural study aims to explore children’s, mothers’, and teachers’ current perceptions of play in Turkish and Norwegian cultures by using the Cultural Historical Action Theory framework as an analytical tool. The participants included 40 children enrolled in preschools, 39 mothers, and 10 teachers. In this cross cultural comparative study, structured interviews were used to collect the data. The results revealed one common theme across the participants’ definitions of play, the feelings related to play. All three groups expressed play as a way of having fun. Another common theme for the adults from both countries were the ideas that, play is important for children’s learning and development and, it is impossible to think of an alternative to play. Both Norwegian and Turkish children defined play as different examples, such as cars, bicycles and balls. While Norwegian teachers defined play as a context in which children make their own decisions, both Norwegian and Turkish teachers considered play socialize with friends and to be a way of communication. The concept of adults as the community of play and children as the actors of play deserve more attentio

Early childhood teachers’ roles in free play

In the world of child play, where do adults stand? What is the place of adults in children’s play? These questions have been considered in the literature regarding play in efforts to provide children with ample play opportunities. This study aims to examine teachers’ roles in free play. In this study, data are used to examine the type of roles teachers most frequently use during free play. Participants of the study were 141 public school early childhood teachers. Results showed that the leader role was the least preferred, while the onlooker-stage manager role was the most frequently chosen among the five teacher roles in free play. Moreover, participating teachers’ involvement in play is influenced by children’s age groups, years of teaching experience, number of children in the classroom and number of learning centres. © 2017 TACTY

Investigating kindergarteners’ number sense and self-regulation scores in relation to their mathematics and Turkish scores in middle school

Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children’s number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade (n = 46) and 6th grade (n = 28) students, whose number sense and self-regulation skills were measured when they were in kindergarten in 2009 and 2010. Data were analyzed through multiple regression. The results showed positive and mid-level correlations. The children’s kindergarten number sense and self-regulation scores significantly predicted their 5th and 6th grade mathematics and Turkish language examination scores. Self-regulation was the stronger predictor of mathematics scores, whereas number sense scores were the better predictor of Turkish language examination scores. The findings from this study provide further evidence as to the critical role of children’s early skills in middle school mathematics and language achievement. © 2016, Mathematics Education Research Group of Australasia, Inc

Influence of Self-Regulation on the Development of Children's Number Sense

The present study examined predictive power of behavioral self-regulation, family and child characteristics on children's number sense. The participants consisted of 101 kindergarten children. A subsample of 30 children was randomly chosen for the reliability procedures of Assessing Number Sense and Head, Toes, Knees and Shoulders instruments. Thus, data from 71 children were used for further analysis. Multiple regressions using stepwise method were computed for determining whether self-regulation, family income, parents' level of education, gender, and age related to and were predictive of scores on number sense. Results of the study indicated that behavioral self-regulation, mothers' education level, gender and age are significant predictors of number sense, and behavioral self-regulation was the most influential predictor, followed by mothers' education level, gender and age. Findings are discussed in terms of influential factors of number sense in early childhood. © 2011 Springer Science+Business Media, LLC

Choice-driven peer play, self-regulation and number sense

Peer play provides ample opportunities for the use and development of self-regulatory and mathematical skills. This study aimed at examining whether children's engagement in solitary low-level play, interactive play and competent play influences their self-regulatory and number sense skills. The effect of demographic variables and children's social skills on these skills was also investigated. The participants in this study were 149 children (Mean age=68 months, SD=3.71) from public and semi-independent kindergarten programs in a city in southwest Turkey. Children's play was observed during free play time, and their self-regulation and mathematical skills were measured. Teachers rated children's social skills. Binary logistic regression was used as an analytical tool. The results showed that children's engagement in peer play significantly improved their chances of having higher number sense and self-regulatory skills. In particular, interactive play significantly contributed to children's self-regulatory and number sense skills. Moreover, child age, family income, and social skills were influential factors for these skills. The findings show the importance of peer play for supporting the development of self-regulatory and mathematical skills