Proje Yaklaşımına Dayalı Eğitimin Beş Yaş (60-72 Ay) Çocuklarının Görsel Algılarına Etkisinin İncelenmesi

The current study aimed to identify whether the project-based approach affects the visual perception skills of five-year-old preschool children (60-72 months). The universe of the study was constituted of five-year-old (60-72 months) children enrolled in preschools affiliated with the Turkish Ministry of National Education in the provincial centre of Kayseri during the 2012-2013 academic year. The study was performed using a control group, pretest-posttest and retention test study design. The study was conducted in two preschools selected through the simple random sampling method, and with one class selected from each one of these kindergartens. 22 children in these classes formed the study group, while 22 children formed the control group. Children in the control group continued their normal education, while children in the study group took part in a project work that lasted for 41 days, and which they performed for three hours a day. A general information form and the Motor-Free Visual Perception Test 3 (MVPT-3) developed by Colarusso and Hammill (2003) – the reliability and validity study for which was performed by Metin (2014) – were used as data collection tools in the study. The obtained data were analyzed using covariance analysis (ANCOVA) and ANOVA. The study results indicated that the project-based approach led to a significant difference (p<0.001) between the groups in terms of visual perception skill levels, with the study group exhibiting a higher level of visual perception.The study results also showed that the difference between the mean scores for the post-test and retention test was not significant (p>0.05) for children in the study group, thus indicating that the education provided to the study group had a lasting and continuous effect.Bu araştırmada, proje yaklaşımına dayalı eğitimin beş yaş (60-72 ay) çocuklarının görsel algı becerilerine etkisinin belirlenmesi amaçlanmıştır. Ön test-son test-kalıcılık testi kontrol gruplu deneysel desende gerçekleştirilen çalışmanın evreninin Kayseri il merkezinde bulunan Milli Eğitim Müdürlüğü’ne bağlı anaokulları ve bu okullarda bulunan beş yaş (60-72 ay) grubu çocuklar oluşturmuştur. Çalışmada anaokulları arasından basit tesadüfî örnekleme yoluyla iki anaokulu ve bu anaokullarından seçilen birer sınıf ile gerçekleştirilmiştir. Bu sınıflarda bulunan 22 çocuk deney, 22 çocuk kontrol grubu olarak belirlenmiştir. Kontrol grubundaki çocuklar normal eğitim programlarına devam ederken deney grubundaki çocuklarla her gün 3 saat olmak üzere 41gün süren üç proje çalışması yapılmıştır. Çalışmada veri toplam aracı olarak genel bilgi formu ve Colarusso ve Hammill (2003) tarafından geliştirilen ve Metin (2014) tarafından geçerlik ve güvenirlik çalışması yapılan Motor Beceriden Bağımsız Görsel Algı Testi-3 (Motor-Free Visual Perception Test 3- MVPT-3 ) kullanılmıştır. Elde edilen veriler Kovaryans analizi (ANCOVA) ve ANOVA ile analiz edilmiştir. Araştırma sonucunda uygulanan proje yaklaşımına dayalı eğitimin deney grubu çocukların lehinde görsel algı beceri düzeylerinde anlamlı bir farkın olduğu (p<0,001), deney grubundaki çocukların son test ve kalıcılık testi puan ortalamaları arasında farklılığın anlamlı olmadığı (p>0,05) ve uygulanan eğitimin etkisinin devam ettiği saptanmıştır

Investigation of the Effect of Family Education Program on Primary Care Parents/Care Staff of Children

It is important to support the families who give primary care to the child, so that the child can gain the expressed skills and moreover, the family can be a healthy family. These supports should be started from a very early period. Under these considerations, in the research, it was aimed to develop a family education program about communication, parental attitudes and developmental needs for parents/caregivers who provide primary care to 36-72 months old children and to give this family education to parents/caregivers who provide primary care to children, as a result of the training provided. In this study, it was aimed to determine the effectiveness of education. The parallel mixed method model, which converges from mixed research methods, was used in the research. In this context, the research was carried out with the members of the City Council of Ankara Keçiören Municipality. After the research, it was seen that they stated that should be careful while communicating, the importance of paying attention to their parental attitudes, and that they developed awareness of how important communication is. In the light of the results obtained from the parents/caregivers at more frequent intervals. Keywords: family education, communication, parental attitudes, preschool period DOI: 10.7176/JEP/14-7-04 Publication date:March 31st 202

EVALUATION OF PRIMARY SCHOOL STUDENTS' RESPONSE TO THE PANDEMIC BY THEIR PARENTS

This study aims to evaluate the responses of primary school children to the pandemic, based on the statements of their parents. In the study, the descriptive survey model was used. The study group consists of parents whose children attend a private primary school in the province of Manisa, Turkey. The 'General Information Form' and the 'Children’s Response to the Pandemic Scale' were used for data collection in the study. In the data analysis, the t-test was used. As a result of the study, it was found that responses of the children whose parents aged 36 and over, who had an undergraduate degree and above, and whose families had three or more children were perceived as riskier according to their fathers. It was found that the presence of a COVID-19 history in the family and the presence of individuals who have died due to COVID-19 negatively affect the behavior of children during the pandemic. The male children were found to be more affected by the pandemic than female children. In this context, in order to support the healthy development of children, training programs can be planned and implemented to inform families about the disease and bereavement process in order to be able to support the healthy development of children

The Relationship of Technology and Creativity in Childhood Period

Thanks to technology, which has the potential to go to the most remote places and which concerns individuals of all ages and from all walks of life, many actions that were previously impossible can be done. Especially children constitute the important human resources of technology. However, the conscious use of technology is considered important. Creativity is a phenomenon that can be utilized in the conscious use of technology. Creativity is defined as the ability to create original products, to think and feel differently. The innate creativity ability may decrease over time. The decrease in creativity can pave the way for the emergence of individuals who think and act in a uniform way. Such a situation can undoubtedly be an important obstacle to social progress. For this reason, it is necessary to support the creativity abilities of children. In supporting creativity, the use of technology, in which children spend most of their time, will ensure the realization of two-way purposes. Based on these considerations, it is aimed to explain how the technology-creativity relationship can be combined in childhood

Gençlerin Yalnızlık Düzeylerinin İncelenmesi

This research was carried out on students attending the first (freshman) and fourth (senior) grades of the College of Home Economics Department and Department of Agricultur I Machinery in the Faculty of Agriculture, Ankara University. The purpose was to determine any significant differences u ween their loneliness levels and whether any of these differences are created by sex, birth order, number of siblings and/or state of their willingness to set up social contact with those they are with in their free time. The study covers a total of 160 students in their first and fourth years in the College of Home Economics, which is attended mostly by girls, and in the Department of Agricultural Machinery, which is preferred mostly by boys. In order to obtain information about the students "A Personal Questionnaire" was used, and to measure the loneliness level the "UCLA Loneliness Scale" was used. The statistical results indicated that while variables such as sex (P<0.01), the state of willingness to set up social relationships (P<0.05) and the free time companion (P<0.05) made important differences to the young people's loneliness levels, the variables of class, birth order, and number of siblings had no impact (P>0.05).Bu araştırma, Ankara Üniversitesi Ziraat Fakültesi Ev Ekonomisi Yüksekokulu ve Tarım Makinaları Bölümünün birinci ve dördüncü sınıfına devam eden gençlerin yalnızlık düzeyleri arasında farklılık olup olmadığının belirlenmesi, gençlerin yalnızlık düzeylerinde cinsiyet, doğum sırası, kardeş sayısı, sosyal ilişki kurmaya istek durumu, ders dışı serbest zamanı geçirdikleri kişinin farklılık oluşturup oluşturmadığının saptanması amacıyla yapılmıştır. Araştırma, kızların çoğunlukta olduğu Ev Ekonomisi Yüksekokulu ile erkeklerin çoğunlukta olduğu Tarım Makinası Bölümünün birinci ve dördüncü sınıfına devam eden toplam 160 genç üzerinde yürütülmüştür. Araştırmada gençler hakkında bilgi edinebilmek amacıyla "Kişisel Bilgi Formu" ile yalnızlık düzeylerini belirlemek için de "Uçla Yalnızlık Ölçeği" kullanılmıştır. Araştırma sonucunda cinsiyetin (P<0.1), sosyal ilişki kurmaya istek durumunun (P<0.05), ders dışı zamanı geçirdikleri kişinin (P<0.05), gençlerin yalnızlık puanı üzerinde anlamlı farklılık yarattığı (P<0.05) saptanırken, sınıftı doğum sırasının, kardeş sayısının yalnızlık düzeylerinde önemli bir farklılık oluşturmadığı belirlenmiştir (P>0.05)

Çocukların Kaygı Düzeylerinin Yaş, Cinsiyet, Sosyo Ekonomik Düzey ve Ailenin Parçalanma Durumuna Göre İncelenmesi

This study was planned to determine whether variables such as age, sex, socio-economic level and state of family division have an effect on the anxiety levels of children. The study was carried out on three hundred children attending the fourth and fifth grades of elementary schools chosen from socioeconomically poor, medium and wealthy levels in Ankara city center. In order to obtain information about the children with a personal questionnaire, “situationel anxiety” and “continuous anxiety" inventories were used to measure the anxiety created by situations of pressure. The statistical results indicated that while variables such as age, sex and socioeconomic level had no impact on the children’s anxiety levels (p>0.05), the variable of the state of family division created important differences (p<0.01).Bu araştırma, farklı sosyo-ekonomik düzeyde bulunan çocukların kaygı düzeyleri üzerinde yaş, cinsiyet, sosyoekonomik düzey ve ailenin parçalanma durumu gibi değişkenlerin farklılık yaratıp yaratmadığının belirlenmesi amacıyla planlanmıştır. Araştırma Ankara il merkezinde alt, orta ve üst sosyo-ekonomik düzeyden seçilen ilkokulların dördüncü ve beşinci sınıfına devam eden 300 çocuk üzerinde yürütülmüştür. Çocuklar hakkında bilgi edinebilmek amacıyla “Kişisel Bilgi Formu" ile çocuğun içinde bulunduğu baskılı durumdan dolayı geliştirdiği kaygıyı ölçmek için “Durumluk Kaygı Envanteri” ile “Sürekli Kaygı Envanteri” kullanılmıştır. Yapılan istatistiksel değerlendirmeler sonucunda, çocukların kaygı düzeyleri üzerinde yaş, cinsiyet ve sosyo-ekonomik düzey gibi değişkenlerin farklılık yaratmadığı saptanırken (p>0.05), ailenin parçalanma durumu değişkeninin istatistiksel açıdan önemli farklılık yarattığı ortaya konmuştur. (p<0.01

The Opinions of Mothers of Children with Special Needs Regarding Inclusive Education

The aim of this study was to investigate the opinions of mothers who had children with special needs attending inclusive elementary schools regarding inclusive practice. With this purpose, 11 mothers with children attending the first, second and third grades of inclusive elementary schools affiliated to the Ministry of National Education in the Edirne province were interviewed. In this phenomenological study, the data collected through interviews was analyzed with content analysis. The results showed that the mothers were not adequately knowledgeable on the subject of inclusion. In the study, most of the mothers said that the similarities between the child with special needs and normally developing children were mostly physical, that the orthopedic impairment group could benefit more from inclusion, that adjustments were made in the child’s seating in the educational environment and that during the course of inclusion they required educational support services most of all. In addition, most of the mothers experienced various difficulties in inclusive education concerning lessons, enrolling the child to school and class, and transportation of the child to and from the school