The relationship between temperament, gender, and behavioural problems in preschool children

The aim of this study is to examine the relationship between gender and the temperamental characteristics of children between the ages of five and six, as well as to assess their behavioural problems. The sample included 128 children selected by simple random sampling from 5-6 year old children, receiving preschool education in the city centre of Ýzmir province in Turkey. Of the children, 65 were girls (50.8%) and 63 (49.2%) were boys. The data collection instruments were the Preschool and Kindergarten Behavior Scales and the Short Temperament Scale for Children,  respectively. The results of this study reveal that there is no significiant difference between gender and the child temperament subscales of approach/withdrawal; persistence and rhythmicity; and a child’s behavioural problems, respectively. However, the gender of the children was found to be significantly related to the reactivity sub-dimension of their  temperament (p < 0.05). Moreover, a significant correlation was observed between the temperament subscale of reactivity and externalising problems subscale of behavioural problems (p < 0.05). On the other hand, a negative correlation was observed between the persistence temperamentdimension and the behavioural problem dimension of self-centredness (p < 0.05). In the opinion of the researcher, it is important to know the children’s personality features, monitor their behaviour, and take  respective measures when necessary. These research results contributedpositively to this end.Keywords: behavioural problems; gender; preschool children;  temperamen

ÇOCUK VE ÇEVRE: OKUL ÖNCESİ ÇOCUKLAR ARASINDA ÇEVRE BİLİNCİ OLUŞTURMA

Environmental conditions on earth are rapidly deteriorating due to human impact. Young generations need to be educated who will be capable of dealing with the problems of the future. Creating environmental awareness has become a necessity so that people will live in a healthier and safer environment. Environmental education in early years is important since children are our future. Providing children with the attitudes, values, information and skills that are required for the creation of a healthy and sustainable future is among the most important duties of society (Davis, 1998). Preschool education plays a very important role in the development of children's attitudes and behaviors towards the environment. Studies show that information about and attitudes towards the environment begin to take shape in the preschool period, and that environmental awareness acquired in preschool years is an important determinant of positive attitudes towards the environment in the future (Smith, 2001). Even though studies to provide preschool children with environmental training have shown increased in Turkey, in recent years, but there are still some spaces in this research area Dünyamız giderek insan etkileri yoluyla bozulmakta ve yaşanan ve yaşanacak problemlere çözümler bulacak genç nesillere ihtiyaç duyulmaktadır. Gelecek nesillerin daha sağlıklı ve güvenilir bir ortamda yaşamalarını sağlamak için çevreye duyarlı bireyler yetiştirmek, bir zorunluluk haline gelmiştir. Çevre eğitiminin önemi de buradan kaynaklanmaktadır. Çocuklar bizim geleceğimizdir. Toplum için en büyük görevlerden biri, herkes için sağlıklı, adil ve sürdürülebilir bir gelecek sağlamak için gerekli olan tutum, değer, bilgi ve becerileri çocuklara kazandırmaktır (Davis,1998). Okul öncesi eğitim, çocuklarda çevreyle ilgili tutum ve davranış geliştirmeleri açısından oldukça önemli bir yere sahiptir. Araştırmalar çevre bilgisi ve çevreye yönelik tutumun okul öncesi dönemde şekillenmeye başladığını, okul öncesi dönemde kazandırılan çevre bilincinin ileriki yıllarda da çevreye karşı olumlu tutum geliştirmede önemli yeri olduğunu ifade etmektedir (Smith, 2001). Son yıllarda Türkiye'de okul öncesi dönem çocuklarına yönelik çevre eğitimi çalışmaları artış göstermiştir, ancak bu araştırma alanında hala boşluklar vardır

Reading Valéry through Tanpınar: the analysis of an influence

Ahmet Hamdi Tanpınar has expressed his admiration for the French poet and thinker Paul Valéry on various occasions. From his diaries to the collection of his articles, or to his lectures on literature, one can find the affirmation that his poetics are inspired from Valéry's. However, although the relation between Tanpınar and Valéry has been analyzed on the level of poetics, Valéry's persona or 'System', which is an amalgam of texts that treats different facets of Valéry's poetics such as the concepts of perfection, clarity, constant consciousness and the sovereignty of the intellect in the process of writing, has often been dismissed as an elucidatory element for understanding Tanpınar and his works. This thesis explores Paul Valéry's 'System' through the texts that Ahmet Hamdi Tanpınar has discussed in his elaborations on Valéry and the affinity that Tanpınar felt for Valéry's poetics, in order to understand the reasons as to why the poetical influence of Valéry has gained a deeper and a more personal aspect

Determination of the undesirable student behaviors observed by the first grade primary school teachers in their classroomsBirinci sınıf öğretmenlerinin sınıflarında gözlemledikleri istenmeyen öğrenci davranışlarının belirlenmesi

The purpose of the study is to investigate students’ problem behaviors observed by primary school teachers and to determine the relationship between these behaviors and teacher’s gender, age and teaching experience. 100 primary school teachers from Diyarbakır, Mardin and Aydın provinces were participated in this research study. The sample group for the study was selected using a random sampling method. A relational survey method was used for this study. Data were collected through the use of two instruments: Students’ Misbehaviour in Class Scale (Balcı, Çapri, Çelikkaleli & Büte, 2006) and Demographic Information Form. According to results, "not talking without permission”, “disturbing other students”, “disturbing others by wiggling” and “throwing things to classmates” are reported by teachers as most frequently observed misbehaviors. On the other hand, not significant relationships were found among teachers’ views on primary school students’ classroom problem behaviors according to their gender, age, and teaching experience.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırma, ilkokul birinci sınıf öğretmenlerinin sınıfta gözlemledikleri problem davranışları ve bu davranışların öğretmenlerin yaş, cinsiyet gibi değişkenlerle ilişkisini belirlemek amacıyla yapılmıştır. Araştırma, 2015-2016 eğitim öğretim yılında Diyarbakır, Mardin ve Aydın illerinde tesadüfî örnekleme yöntemi ile seçilen 15 ilkokulda görev yapan 100 sınıf öğretmeni ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak, öğretmenlerin demografik özelliklerinin yer aldığı Kişisel Bilgi Formu ve Balcı, Çapri, Çelikkaleli ve Büte (2006) tarafından geliştirilmiş olan “İlköğretim Okulları İstenmeyen Öğrenci Davranışları Ölçeği’nin Sınıf İçi İstenmeyen Öğrenci Davranışları” alt ölçeği kullanılmıştır. Verilerin analizinde SPSS 20.0 programı kullanılmıştır. Araştırma sonucunda sınıflarında en sık gözlenen problem davranışlar öğretmenler tarafından; “Söz verilmeden konuşma”, “Arkadaşlarının dikkatini dağıtacak biçimde kıpırdanıp durma”, “Yanındaki ya da arkasındaki öğrenciyi rahatsız etme” ve “Derste dersi takip edemeyecek bir biçimde fısıldama ya da gizli konuşma” olarak ifade edilmiştir. Öte yandan araştırma sonucunda öğretmenlerin cinsiyet, yaş ve mesleki deneyim değişkenleri ile sınıf içindeki olumsuz davranışlara ilişkin görüşleri arasında anlamlı bir farklılık bulunmamıştır.

Reliability and validity study of the Temperament Assessment Battery for Children-Revised: Parent FormÇocuklar için Mizaç Değerlendirme Bataryası Gözden Geçirilmiş Ebeveyn Formu’nun geçerlilik ve güvenirlik çalışması

This study aims to examine the reliability and validity of the Temperament Assessment Battery for Children-Revised: Parent Form originally developed by Martin and Bridger (1999). Form is an assessment instrument, having been designed in accordance with Martin and Bridger’s (1999) temperament theory. Form has been designed so as to characterize the child's temperament on the basis of the responses received from the parents with regard to the frequency of occurrence of various behaviors among children within the age range of 2 to 7. Sample group of the research is consisted of 219 children’s families within the age range of 4 to 6, who are going to preschool institutes of the National Education Directorate in Uşak city center. Expert’s opinion was received in terms of the content validity of the form. Factor structure of the scale has been determined via confirmatory factor analysis. In the reliability study of the form, internal consistency and Spearman Brown test-half-test and test-retest reliability coefficients have been calculated as per each dimension of the scale. ÖzetBu araştırmanın amacı Çocuklar için Mizaç Değerlendirme Bataryası Gözden Geçirilmiş Ebeveyn Formu’nu (Temperament Assessment Battery for Children-Revised: Parent Form-TABC-R) Türkçeye uyarlamak ve ölçeğin geçerlik ve güvenirlik çalışmasını yapmaktır. Form Martin ve Bridger (1999)’in mizaç teorisine göre hazırlanmış bir ölçme aracıdır. Form 2-7 yaşları arasındaki çeşitli çocuk davranışlarının sıklığı hakkındaki sorulara ebeveyn yanıtlarına dayanarak çocuk mizacını karakterize etmek için tasarlanmıştır. Araştırmanın çalışma grubunu Uşak ilinin merkez ilçesinde Milli Eğitim Müdürlüğüne bağlı okul öncesi eğitim kurumlarına devam eden 4-6 yaş arasında 219 çocuğun aileleri oluşturmaktadır. Formun kapsam geçerliği bağlamında uzman görüşü alınmıştır. Ölçeğin yapı geçerliği doğrulayıcı faktör analizi ile belirlenmiştir. Formun güvenirliği için, ölçeğin her bir boyutu için iç tutarlılık katsayısı, test yarı test ve test-tekrar test güvenirlik katsayısı testleri kullanılmıştır

Examination of digital literacy skills of undergraduate students according to various variables

The purpose of this research was aimed to determine the digital literacy skills of undergraduate students studying in different departments of the university according to the variables of gender, type of faculty, and daily internet use. In order to achieve this goal, 388 undergraduate students studying at the Faculty of Education, Faculty of Health Sciences, and Faculty of Economics and Administrative Sciences at İzmir Democracy University were determined as participants. The “Personal Information Form” prepared by the researchers and the “Digital Literacy Scale (DLS)” developed by Bayrakcı & Narmanlıoğlu (2021) and consisting of six sub-dimensions were used as data collection tools. According to the findings of the research, it was determined that the digital literacy levels of the students were moderate. When examined according to the gender variable, a significant difference was found between female and male students in the sub-dimensions of digital literacy levels. When examined according to the faculty variable, it was determined that there was a significant difference between the sub-dimensions of digital literacy levels, Daily Use, Professional Production, and Privacy and Security. As a result of the research, according to the daily internet usage variable, a significant difference was found between the General Knowledge and Functional Skills sub-dimensions of the digital literacy levels of the students according to the daily internet usage time. It is expected that the results obtained will contribute to the literature and draw attention to the development of digital literacy skills of university students

Solution focused thinking and empathy in education faculty studentsEğitim fakültesi öğrencilerinde çözüm odaklı düşünme ve empati

This research was conducted to examine the solution-focused thinking and empathy levels of the faculty of education students. The study group consists of 253 students (184 females, 69 males). Findings show that there is a significant relationship between the solution-focused thinking (problem disengagement, resource activation, goal-orientation) and empathy levels (social skills, emotional reactivity, cognitive empathy) of the students. On the other hand, significant differences are found in the solution-focused thinking and empathy levels of the students in accordance with the gender and study field variables. Finally, the findings show that resource activation and goal-orientation, as sub-dimensions of solution-focused thinking, are significant predictors of empathy levels of students.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırma eğitim fakültesi öğrencilerinin çözüm odaklı düşünme ve empati düzeylerini incelemek amacıyla gerçekleştirilmiştir. Çalışma grubunu 253 (184 kız; 69 erkek) öğrenci oluşturmuştur. Elde edilen bulgular, öğrencilerin çözüm odaklı düşünme (problemden ayırma, kaynakları harekete geçirme, hedefe yönelim)  ve empati düzeyleri (sosyal beceriler, duygusal tepki, bilişsel empati) arasında anlamlı ilişki olduğunu göstermiştir. Diğer yandan, öğrencilerin, çözüm odaklı düşünme ve empati düzeylerinde cinsiyet ve alan değişkenine göre anlamlı farklar bulunmuştur. Son olarak elde edilen bulgular, çözüm odaklı düşünmenin alt boyutlarından kaynakları harekete geçirme ve hedefe yönelim’in öğrencilerin empati düzeylerinin anlamlı yordayıcıları olduğunu göstermiştir.

Axonal supercharged interpositional jump‐graft with a hybrid artificial nerve conduit containing adipose‐derived stem cells in facial nerve paresis rat model

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146584/1/micr30389_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146584/2/micr30389.pd

Curriculum –Integration of Algorithmic Thinking Skills into Preschool Education

ALGOLITTLE is an EU funded Erasmus+ KA203 project seeking the ways of integrating algorithmic thinking skills into preschool education to cultivate future’s code literates starting from the earliest years. When we consider the COVID-19 outbreak process, while a transformation has been being experienced in every field, education has also been digitalized in a tremendous way. These developments promise the systems digitalized in a more global scale. Therefore, it becomes important to raise individuals with the skills allowing them to keep up with the expectations of the 21st century business world. ALGOLITTLE project consortium consists of 6 partners: İzmir Democracy University (Turkey), Scuola di Robotica (Italy), University of Maribor (Slovenia), University of Rijeka (Croatia), Instituto Politecnico de Viseu (Portugal) and Educloud Ed-Tech (Turkey). The consortium has been developing a curriculum and teaching materials to equip early childhood education undergraduates with the new skills which modern world demands and support them to become competent to meet the requirements of their future professions. Algorithmic thinking skills are defined as thinking about the steps to achieve a determined objective in a clear and detailed way (Brown, 2015). This term was suggested for the first time by Wing (2006) and is based on the studies of Seymour Papert (Papert, 1980, 1991). Wing (2006) claims that algorithmic thinking requires “solving problems, designing systems and understanding human behaviour by benefiting from the basic concepts of computer science”. And this becomes an opportunity in teacher education to ensure undergraduate students gain contemporary and innovative skills.info:eu-repo/semantics/publishedVersio