Child-parent interactions in American and Turkish families: Examining measurement invariance analysis of child-parent relationship scale

The parent-child relationship is a cornerstone of early childhood development and one-way early childhood programs can have a positive influence on early development is to adopt programmatic features to enhance this relationship. Research supports these conclusions in both U.S. and cross-cultural contexts, even though assumptions about parenting and the parent-child relationship may differ across cultures. However, for true understanding of cultural differences, it is important to have comparable measures across cultures. The purpose of the study is to assess measurement invariance of the two constructs of the Child-parent Relationship Scale using data gathered in programs serving low-income preschool children in the U.S.(n = 4,450) and Turkey (n = 592) from 2014 to 2015. Using Single-group Confirmatory Factor Analysis, the original factor structures of the Turkish and the English versions were tested. Besides, Multigroup Confirmatory Factor Analysis provided evidence for configural, metric, scalar invariance, strict factorial invariance or error variance invariance and construct level invariance across the two versions. Only configural invariance was established, which showed an agreement for the existence of an underlying theoretical construct for each subscale (Conflict and Closeness) of the Turkish and the English versions. However, item CPRS 4 was a non-significant item for Conflict in the Turkish version that affected the possibility to conduct further analyses. Findings encourage researchers to propose and assess cultural and linguistic adaptations for the Child-parent Relationship Scale before cross-cultural comparisons related to family relationships

Child-parent Interactions in American and Turkish Families: Examining Measurement Invariance Analysis of Child-parent Relationship Scale

The parent-child relationship is a cornerstone of early childhood development and one-way early childhood programs can have a positive influence on early development is to adopt programmatic features to enhance this relationship. Research supports these conclusions in both U.S. and cross-cultural contexts, even though assumptions about parenting and the parent-child relationship may differ across cultures. However, for true understanding of cultural differences, it is important to have comparable measures across cultures. The purpose of the study is to assess measurement invariance of the two constructs of the Child-parent Relationship Scale using data gathered in programs serving low-income preschool children in the U.S.(n = 4,450) and Turkey (n = 592) from 2014 to 2015. Using Single-group Confirmatory Factor Analysis, the original factor structures of the Turkish and the English versions were tested. Besides, Multigroup Confirmatory Factor Analysis provided evidence for configural, metric, scalar invariance, strict factorial invariance or error variance invariance and construct level invariance across the two versions. Only configural invariance was established, which showed an agreement for the existence of an underlying theoretical construct for each subscale (Conflict and Closeness) of the Turkish and the English versions. However, item CPRS 4 was a non-significant item for Conflict in the Turkish version that affected the possibility to conduct further analyses. Findings encourage researchers to propose and assess cultural and linguistic adaptations for the Child-parent Relationship Scale before cross-cultural comparisons related to family relationships

The Environment and Its Place in Children's Picture Story Books

Children receive many messages about real world concepts from picture story books. In Turkey, there is not enough research and literature about the available picture story books which include environmental themes, concepts and motifs. The aim of this research is to examine the environmental themes in picture story books, for 2-12 year-old children, published in Turkey. Quantitative research methods were used in this descriptive study. Eighty picture story books published between 1995 and 2010 were selected and evaluated. A Book Review Form developed by the researchers was used to evaluate the books. According to the analysis results, in general, 80 percent of the books have the environment theme as a main topic in their contents. These books, in particular, contain topics on tidiness (7.5 percent), seasons (3.8 percent), nature and nature concepts (22.5 percent) and the importance of the water (2.5 percent). Environment related concepts were found in picture books for ages six and over; the main figures in the books were animals and humans. As a result of the study, it is recommended that preschool children's picture story books should have environmental concepts as well. (C) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.WoSScopu

An Analysis of The Knowledge Level of Prospective Teachers Who Have Taken Drama Classes

In this study, an analysis of the basic knowledge levels of prospective teachers who have taken this course is aimed. As a tool of data gathering, "Creative Drama Basic Knowledge Level Scale" (CDBKLS) is used in this study, and a total of 256 prospective teachers from 7 different undergraduate programs of various departments of Hacettepe University are participated. As a result of the statistical analysis of the evaluation of each item in the scale, a comparison between the point averages among groups is done, and these findings are discussed in the light of related literature. (C) 2010 Elsevier Ltd. All rights reserved.WoSScopu

Social Skills In Pictured Story Books

Aim of the research is to examine social skills' levels presenting in story books that are published by different publishers for the children in early childhood education period in Turkey. In the research, document analyze method was used from the qualitative research methods. With this aim, by literature review, social skills categories that are determined by Calderrella and Merrell (1997) were used as an evaluation instrument. Results of the research show that 100 pictured story books from 40 different publishing firms generally focus on certain skills in skills related to peers category but less focus on the skills related to other categories. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluWo

Child-parent interactions in American and Turkish families: Examining measurement invariance analysis of child-parent relationship scale

The parent-child relationship is a cornerstone of early childhood development and one-way early childhood programs can have a positive influence on early development is to adopt programmatic features to enhance this relationship. Research supports these conclusions in both U.S. and cross-cultural contexts, even though assumptions about parenting and the parent-child relationship may differ across cultures. However, for true understanding of cultural differences, it is important to have comparable measures across cultures. The purpose of the study is to assess measurement invariance of the two constructs of the Child-parent Relationship Scale using data gathered in programs serving low-income preschool children in the U.S.(n = 4,450) and Turkey (n = 592) from 2014 to 2015. Using Single-group Confirmatory Factor Analysis, the original factor structures of the Turkish and the English versions were tested. Besides, Multigroup Confirmatory Factor Analysis provided evidence for configural, metric, scalar invariance, strict factorial invariance or error variance invariance and construct level invariance across the two versions. Only configural invariance was established, which showed an agreement for the existence of an underlying theoretical construct for each subscale (Conflict and Closeness) of the Turkish and the English versions. However, item CPRS 4 was a non-significant item for Conflict in the Turkish version that affected the possibility to conduct further analyses. Findings encourage researchers to propose and assess cultural and linguistic adaptations for the Child-parent Relationship Scale before cross-cultural comparisons related to family relationships

Examining the Association Between Executive Functions and Developmental Domains of Low-Income Children in the United States and Turkey

WOS: 000456528000010PubMed ID: 29436982This study examined the relations between executive functions and developmental domains of preschool children from low-income families through an intercultural perspective in the U.S. and Turkey. A total of 471 children and their primary caregivers participated in the Turkey part of the study, while 286 children and their parents engaged in U.S. sample. Regression analyses revealed that fine motor, problem solving, and executive functions of children between two contexts were significantly different from each other. In the U.S., executive functions predicted communication, problem solving, and fine motor development, whereas in the Turkish sample, executive functions did not predict domain scores. Child gender predicted four of five developmental outcomes in the U.S., whereas maternal education predicted two of five outcomes in Turkey. In addition, invariance testing demonstrated that predictors to outcomes were not significantly different between the two countries. Country differences from the first set of outcomes were explained in the context of the research sites, children's socialization, and cultural expectations surrounding child development. This study raises questions about relations between executive functions and developmental domains for future research.Hacettepe University Scientific Research Unit in AnkaraHacettepe University [SDS-2015-5455]The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The Turkey part of this work was supported by Hacettepe University Scientific Research Unit in Ankara, under research grant number SDS-2015-5455. The research was conducted by the allowance of Altindag. District National Education Directorate

Child-parent interactions in American and Turkish families: Examining measurement invariance analysis of child-parent relationship scale

The parent-child relationship is a cornerstone of early childhood development and one-way early childhood programs can have a positive influence on early development is to adopt programmatic features to enhance this relationship. Research supports these conclusions in both U.S. and cross-cultural contexts, even though assumptions about parenting and the parent-child relationship may differ across cultures. However, for true understanding of cultural differences, it is important to have comparable measures across cultures. The purpose of the study is to assess measurement invariance of the two constructs of the Child-parent Relationship Scale using data gathered in programs serving low-income preschool children in the U.S.(n = 4,450) and Turkey (n = 592) from 2014 to 2015. Using Single-group Confirmatory Factor Analysis, the original factor structures of the Turkish and the English versions were tested. Besides, Multigroup Confirmatory Factor Analysis provided evidence for configural, metric, scalar invariance, strict factorial invariance or error variance invariance and construct level invariance across the two versions. Only configural invariance was established, which showed an agreement for the existence of an underlying theoretical construct for each subscale (Conflict and Closeness) of the Turkish and the English versions. However, item CPRS 4 was a non-significant item for Conflict in the Turkish version that affected the possibility to conduct further analyses. Findings encourage researchers to propose and assess cultural and linguistic adaptations for the Child-parent Relationship Scale before cross-cultural comparisons related to family relationships.Hacettepe Universit

Examination Of The Effects Of Reggio Emilia Based Projects On Preschool Children'S Creative Thinking Skills

The present study investigates the effects of Reggio Emilia based projects on preschool children's creative thinking skills. The study was carried out with the participation of 18 six-year-olds attending a preschool in Kirklareli province of Turkey, in a period of 3 months, during which they were subjected to a Reggio Emilia based instruction project. As the data collection tool, we used Torrance Tests of Creative Thinking Form A, and conducted pre- and post-project testing in order to examine the differences in children's creative thinking skills. The results reveal differences in test scores in favor of the post-project test. (C) 2015 The Authors. Published by Elsevier Ltd.Wo