Adjustment of Syrian Refugee Children into Pre-School Education in Turkey

A qualitative case study was used in this study in order to determine the pre-school education adjustment problems of a Syrian child refugee who had fled from his homeland and took refuge in Turkey. The research participants were the child’s family, teachers, and the principal of the school where the child was educated at pre-school. For the purposes of the study, data were collected through interviews and analyzed by the qualitative content analysis method. According to study results, one of the important factors affecting the adaptation of the children to the school is the communication problem. Another factor is the fact that Syrian families do not have sufficient financial condition. Also, official procedures, though not directly affecting the child, can indirectly affect children through parent-teacher relationships. Another remarkable result is prejudices, which have been examined in three different dimensions as children, parents and teachers, and recommendations for solutions were presented

Investigation of Preservice Preschool Teachers’ Views on Environmental Problems and Relevant Suggestions of Solution

This study aimed to investigate preservice preschool teachers' opinions on environmental problems and their suggestions of solution. This study was conducted through case study which is one of the qualitative research design. The study group consisted of 62 senior preservice teachers studying Preschool Teacher Education at a public university in South-eastern Anatolia. Eight semi-structured open-ended questions were asked to preservice teachers as the data collection tool. The data was transferred to the electronic environment and content analysis was made with the NVivo11 program. According to the results, it was observed that the majority of preservice teachers didn’t take a course related to the environment during their education, almost half of them didn’t participate in any environmental activities, and the most of them did not have mem-bership in any non-governmental organizations related to environment. It was identified that preservice teachers considered global warming as the main global-scale environmental problem, and air, water and soil pollution as other major environ-mental issues in Turkey. Additionally, the study showed that preservice teachers regarded human factor as the main reason of environmental issues, and that natural environment would be harmed and human life would be challenged as a result of environmental issues. In the solution of environmental issues, the study showed that raising awareness, taking responsibility and receiving education were seen necessary

Balancing acts: Parental coping and adaptation during COVID-19 in Türkiye

The global health crisis, COVID-19, swiftly enveloped people all around the world. Upon the World Health Organization declared the COVID-19 as a pandemic, numerous countries have determined their own road maps. The main purpose of this study was to understand the effect of the COVID-19 pandemic on the life balance of parents with children aged 0-6 years in Türkiye. This study was a cross-sectional design. The data was collected from 514 parents who have at least one child at the age of 6 or less. Results showed that there were several direct and indirect relationships between demographic measures (gender, age, educational status, number of children in home and employment status of parents), mediating variables (self-rated measures such as support from distance learning, support from others), and endogenous variables (life balance variables). The findings of the study showed that “new normal” has entailed potential job losses for some individuals and changed perspectives and delivery methods of education. The findings also highlighted the importance of parents’ engagement into education for understanding and helping children’s development

Učinci restriktivnih mjera kretanja za vrijeme pandemije bolesti COVID-19 na na rani odgoj i obrazovanje

COVID-19 has impacted many people around the world since it first appeared in Wuhan, China. In many countries, educational institutions, social spaces, workplaces, parks, and restaurants closed down, and lockdowns were imposed on people. The current study tried to determine how the preschool education process takes place with respect to children, parents, and teachers during the lockdown (COVID-19 pandemic) and the possible effects of the pandemic period on families, children, and teachers. The case study was used in the current study. Participants of this study consist of a total of 18 people: six (6) volunteer teachers working in Superbaba Schools, six (6) children in different age groups, and the parents of the children (6). The researchers developed three semi-structured interview forms – Teacher Interview Form, Parent Interview Form, and Child Interview Form – which were utilized during the data-gathering process. Data was gathered during the fall semester of 2020. The findings revealed the impact of preschool education during the COVID-19 lockdown on children, parents, and teachers. Key themes that emerged included personal development, distance education, job satisfaction, parental involvement, screen addiction, and school adjustment. The results also showed that children’s screen time was increased during the lockdown. The parents may need to involve early childhood education on how to handle their children’s learning and development at home.COVID-19 utjecao je na mnoge ljude širom svijeta otkako se prvi put pojavio u kineskoj provinciji Wuhan. Mnoge su zemlje zatvorile obrazovne ustanove, javne prostore, radna mjesta, parkove i restorane, a ljudima su nametnute restriktivne mjere kretanja (engl. lockdown). Ovo je istraživanje pokušalo utvrditi kako se proces ranoga odgoja i obrazovanja odvija u odnosu na djecu, roditelje i odgojitelje tijekom potpunog zatvaranja (pandemije bolesti COVID-19) i moguće učinke pandemije na obitelji, djecu i odgojitelje. U ovome je istraživanju korištena studija slučaja. Ukupno 18 osoba sudjelovalo je u ovome istraživanju: šest (6) odgojiteljica volonterki koje rade u Süperbaba školama, šestero (6) djece u različitim dobnim skupinama i šestero (6) roditelja. Istraživači su razvili tri polustrukturirana oblika intervjua (obrazac za intervju s odgojiteljem, obrazac za intervju s roditeljima i obrazac za intervju s djetetom) koji su korišteni tijekom prikupljanja podataka. Podatci su prikupljeni tijekom jesenskoga semestra 2020. Rezultati su pokazali utjecaj ranog odgoja i obrazovanja tijekom pandemije bolesti COVID-19 lockdowna na djecu, roditelje i odgojitelje. Ključne teme koje su se pojavile uključuju osobni razvoj, obrazovanje na daljinu, zadovoljstvo poslom, uključenost roditelja, ovisnost o ekranu i prilagodbu školi. Rezultati su također pokazali da je tijekom potpunog zatvaranja povećano vrijeme koje djeca provode ispred zaslona. Moguće je da će se roditelji trebati uključiti u rano i predškolsko obrazovanje kako bi se lakše nosili s učenjem i razvojem svoje djece kod kuće

Turkish students\u27 attitudes towards science in early childhood education

The purpose of the study was to identify Turkish students\u27 attitudes towards science and to ascertain the causes of them. A survey, which is a quantitative design, was used for this research. The data was collected with the Child\u27s Attitude Toward Science (CATS) survey which was developed by this researcher

Okul Öncesi Öğretmenleri ve Öğretmen Adaylarının Çok Kültürlü Eğitime Yönelik Yeterlikleri

Bu araştırmanın amacı okul öncesi öğretmen ve öğretmen adaylarının sınıf içerisindeki kültürel çeşitliliğe yönelik yeterlikleri ve bunları etkileyen faktörler ortaya koymaktır. Araştırma betimsel nitelikte bir tarama araştırmadır. Araştırmanın evrenini 2018-2019 eğitim öğretim yılında, Güneydoğu Anadolu Bölgesinde yer alan bir şehirdeki anasınıfı ve anaokulu öğretmenleri ile aynı şehirde bulunan ve okul öncesi öğretmenliği ve çocuk gelişimi programında okuyan öğretmen adayları oluşturmaktadır. Araştırmada veri toplama aracı olarak Sınıf İçi Kültürel Çeşitlilik İçin Öğretmen Yeterlilik Ölçeği ve demografik formlar kullanılmıştır. Verilerin analizi için SPSS programında t-Test ve one-way ANOVA analizleri yapılmıştır. Sonuçlar incelendiğinde okul öncesi öğretmen ve öğretmen adaylarının sınıf içerisindeki kültürel çeşitliliğe yönelik yeterliklerinin yüksek olduğu saptanmıştır. Öğretmen ve öğretmen adaylarının sınıf içerisindeki kültürel çeşitliliğe yönelik yeterliklerinin, cinsiyet, okumuş oldukları program, bu konuda ders alma durumları arasında anlamlı bir fark olmadığı saptanmıştır. Ancak öğretmen ve öğretmen adaylarının, sınıflarında farklı kültürel çevreden gelen arkadaşlarının bulunmasının, okudukları lise türünün ve geldikleri coğrafi bölgenin sınıf içerisindeki kültürel çeşitliliğe yönelik yeterlikleri ile anlamlı ilişki gösterdiği bulunmuştur. Çalışmanın bulgularına yönelik okul öncesi öğretmen yetiştirme programlarında uygulamalı derslerin verilmesi önerilmektedir

Turkish students\u27 attitudes towards science in early childhood education

The purpose of the study was to identify Turkish students\u27 attitudes towards science and to ascertain the causes of them. A survey, which is a quantitative design, was used for this research. The data was collected with the Child\u27s Attitude Toward Science (CATS) survey which was developed by this researcher

Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

The purpose of this study is to explore preservice early childhood teacher’s self-efficacy beliefs on teaching science and to understand the sources of their self-efficacy beliefs. Three preservice teachers who were enrolled in an early childhood science methods course participated in this study. Through analysis of semi-structured interviews and observational field notes, the results suggest that participants’ experiences with curriculum and standards held a negative effect on their self-efficacy beliefs. Additionally, the participants’ mentor teachers, prior K-16 science teachers, and the college professor who taught the Science Method Course all had several positive impacts on their self-efficacy beliefs. Participants’ science experiences both as K-12 students and in their supervised teaching held both positive and negative effects on their beliefs about teaching science. The results of this study may support teacher educators and researchers in considering carefully the influencing sources of preservice teachers’ self-efficacy beliefs for science teaching

Sources of Preservice Early Childhood Teachers’ Self-Efficacy Beliefs About Teaching Science: A Phenomenological Study

The purpose of this study is to explore preservice early childhood teacher’s self-efficacy beliefs on teaching science and to understand the sources of their self-efficacy beliefs. Three preservice teachers who were enrolled in an early childhood science methods course participated in this study. Through analysis of semi-structured interviews and observational field notes, the results suggest that participants’ experiences with curriculum and standards held a negative effect on their self-efficacy beliefs. Additionally, the participants’ mentor teachers, prior K-16 science teachers, and the college professor who taught the Science Method Course all had several positive impacts on their self-efficacy beliefs. Participants’ science experiences both as K-12 students and in their supervised teaching held both positive and negative effects on their beliefs about teaching science. The results of this study may support teacher educators and researchers in considering carefully the influencing sources of preservice teachers’ self-efficacy beliefs for science teaching

5-6 Yaş Çocukları için 21. Yy Becerileri Ölçeği (DAY-2)%253A Geçerlik ve Güvenirlik Çalışması

Bu araştırmanın amacı, 5-6 yaş çocuklarının 21.yy becerilerine yönelik bir ölçme aracı geliştirmek, geçerlilik ve güvenilirlik sonuçlarını ortaya koymaktır. Ölçek geliştirme çalışmalarında izlenen süreç (alan yazın taranması, madde havuzunun oluşturulması, taslak ölçeği uzmanlara verilmesi, ön deneme, yapı geçerliliğinin belirlenmesi) dikkate alınarak taslak ölçeğe son biçimi verilmiştir. Ölçeğin yapı geçerliliğini belirlemek için 5-6 yaş grubunda 317 çocuktan elde edilen verilerle açımlayıcı ve 305 çocuktan elde edilen verilerle doğrulayıcı faktör analizi gerçekleştirilmiştir. Açımlayıcı ve Doğrulayıcı analizlerin gerçekleştirilmesi için sosyal bilimlerde kullanılan SPSS ve Mplus 7 programları kullanılmıştır. Açımlayıcı faktör analizi sonucunda ölçekte 33 madde kalmıştır ve bu maddeler Yaşam ve Kariyer Becerileri, Öğrenme ve Yenilik Becerileri (4Cs), Bilgi-Medya ve Teknoloji Becerileri olmak üzere üç faktör altında toplanmıştır. Yapılan doğrulayıcı analizler sonucunda, ölçeğin 33 maddeden oluştuğu doğrulayıcı faktör analizinin uyum belirteçleri olan RMSEA, CFI, TLI ve WRMSR gibi değerlerden yararlanılarak, ölçeğin kuramsal ve istatistiksel olarak uygun saptanmıştır. Güvenirliğin belirlenmesine yönelik olarak Cronbach Alpha (alpha%253B) değerlerine bakıldığında ise ölçeğin Öğrenme ve Yenilik Becerileri (4Cs) boyutu için .96, Yaşam ve Kariyer Becerileri boyutu için .94 ve Bilgi, Medya ve Teknoloji Becerileri boyutu için .92 olarak hesaplanmıştır. Ölçeğin tek boyutlu halinin Cronbach Alpha (alpha%253B) scoru .97 gibi yüksek bir değer olarak hesaplanmıştır. 5-6 Yaş Çocukları için 21. Yüzyıl Becerileri ölçeğinin%253B 33 maddeden oluştuğu, açımlayıcı ve doğrulayıcı faktör analizinin uyum belirteçleri ile belirlenmiş, DAY-2 ölçeğinin kuramsal ve istatiksel açıdan geçerli ve güvenilir bir ölçek olduğu ortaya konulmuştur