An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher’s Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables

An Examination of Turkish Preschool Curriculum's Effect on Children's Concept Acquisition

AbstractThe aim of this study is to examine the effect of Turkish preschool curriculum on children's concept acquisition. The research was carried out assessing children on three occasions, on September 2008, January 2009, and June 2009, respectively. Research was conducted on 24 children who were 5 years old, and schooled according to Turkish preschool curriculum. Bracken Basic Concept Scale-revised (BBCS-R), which has six subtests, was used as data collection instrument. For analyzing the data suitable statistic method was used. The results show that Turkish preschool curriculum has positive effect on children concept acquisition

Investigating the effects of STEM enriched implementations on school readiness and concept acquisition of children

The aim of the study is to investigate the effect of STEM enriched preschool education implementations on children's school readiness and concept acquisition. The study was conducted with experimental design with pretest-posttest control group. The sample group of the study consisted of thirty-three children from the age group of 60-68 months. While 16 of the children were included in experimental group, 17 were included in control group. Before the implementations, the activities which were based on STEM skills and for which expert opinions were taken were developed. All activities were completed in nine weeks. Bracken Basic Concept Scale-Revised Form was used as the data collection tool in the pretest-posttest. As a result of the study, it was found that there was a statistically significant difference between the total scores of both school readiness and concept acquisition in favor of the experimental group. Based on the results, it can be asserted that early STEM activities supported preschool education program in school readiness and concept acquisition.The aim of the study is to investigate the effect of STEM-enriched preschool education implementations on children's school readiness and concept acquisition. The study was conducted with experimental design with pretest-posttest control group. The sample group of the study consisted of thirty-three children from the age group of 60-68 months. While 16 of the children were included in experimental group, 17 were included in control group. Before the implementations, the activities which were based on STEM skills and for which expert opinions were taken were developed. All activities were completed in nine weeks. Bracken Basic Concept Scale-Revised Form was used as the data collection tool in the pretest-posttest. As a result of the study, it was found that there was a statistically significant difference between the total scores of both school readiness and concept acquisition in favor of the experimental group. Based on the results, it can be asserted that early STEM activities supported preschool education program in school readiness and concept acquisition

Stay in solidarity and share equally: An open access journal in childhood studies

Journal of Childhood, Education & Society (JCES) was founded as a product of collective thought under the leadership of Dr. Mehmet Toran in July 2019 by a group of early childhood researchers who conduct both collaborative and independent academic research. Under the light of scientific research, current publishing policies cannot eliminate inequalities in public access for transfer and access of knowledge that is generated for the public weal (Beall, 2013). Particularly, having a limited access to the knowledge in early childhood studies is acknowledged as the first step for constitution of JCES. In this context, we would like to underline that independent researchers who are voluntarily taking part in the emergence of JCES are involved in a very courageous endeavour. This collective constitution takes an important responsibility for the public as well, and we point out that to fulfil this responsibility, it embraces moral and ethical rules as a reference point. Objectives, scope and ethical principles of JCES are determined with the contribution of the editorial board. In addition, we make promise to the larger research community of early childhood area that we will make sure to contribute to the area by giving a priority to high quality of research with robust evidence. JCES adopts open science perspective in early childhood studies. Therefore, JCES has a high opinion of sharing the knowledge among people who are in children’s ecology democratically. Attaching importance to open science policy, JCES defends scientific knowledge as public property that should be shared with all without depressing its value (Tonta, 2015). In the light of this target, -as JCES editorial board- we believe that scientific information that has been produced as public property should be shared with everyone through open access. The scientific communication enhanced between researchers-practitioners-readers is aimed to put into practice through the “open access” method. In this context, as open access policy within JCES, we embraced non-profit, voluntary editorial operations without charging a fee either from the reader or authors. Our experiences during publishing our first issue promise that it can be put into practice with a collective movement voluntarily on a digital platform. Solidarity is possible to carry out editorial process not only in Turkey but also with a contribution from every corner of the world. We have given extra importance to research ethics as our publishing policy. While specifying ethical principles, we aimed to take researcher’s attention to this issue. In this sense, after discussions with EECERA and then with the permission from Trustees of EECERA, we decided to embrace EECERA Ethical Code for Early Childhood Researchers that is formulated by Chris Pascal, Tony Bertram, Julia Formosinho, Colette Gray and Margy Whalley (2012). The ethical code bears qualification as a guide for researchers working in the early childhood area. We would like to indicate that applicant articles to the JCES are also evaluated in terms of those ethical codes during the editorial preliminary consideration process. After calling for papers for the inaugural issue, we had a considerable amount of article applications. Those applications studiously evaluated by the referees after preliminary considerations. In this process, constructive feedback from the referees and the revisions authors made in consideration to given feedback contributed to quality of articles concurrently to the quality of the journal. Peer review process that is held studiously, on time and constructively demonstrated that solidarity is built correctly and truthfully. Therefore, we would like to especially thank the referees for the inaugural issue. As you will see in the journal, there are six articles for the inaugural issue from five different countries: Belgium, Colombia, Israel,  Tanzania and the USA. This variety is a result of effective publicity of the journal by editorial board and efficient use of digital platforms with open access policy. Besides that, especially the call for papers announcements by EECERA in their member mail groups and social media accounts demonstrated once more how important solidarity is. As a result of this solidarity and cooperation, we would like to underline that the geographical variety of applicant articles strengthen our faith and self-confidence as well. After publishing first issue, we will continue pertinaciously working to strengthen international collaborations and to ensure continuity of the journal. Being aware of responsibility we are carrying and the risks we may face in the process, we would like to state that we have already taken necessary precautions. To ensure long running path and continuity of publishing for the journal, Gizem Alvan, Kerem Avcı and Taibe Kulaksız - doctorate students- have already started gaining experience in journal publishing and editorial administration process. These experiences would play an important role to provide sustainable publication of the journal. We would like to congratulate them to take part in a constitution courageously. We would like to thank all partners who contributed to spreading information to publish interest with open access with their articles and their supports in the editorial process for the inaugural issue. We would like to state that the call for papers continues for the second issue of JCES which will be published in August 2020 and we are open to early childhood researchers’ original contributions

Çocuklar ve Kitaplar: Piaget’nin Oyun Kuramına Göre Bir Değerlendirme

Çocuk, yaşama hazırlanma sürecinin her aşamasında çeşitli eğitsel uyarıcılarla karşı karşıya gelmektedir. Çocuklara yönelik hazırlanan resimli hikâye kitaplarının da bu eğitsel uyarıcılar arasında kabul edildiği bilinmektedir. Bu bağlamda, bu araştırmayla resimli hikâye kitaplarında yer alan çocuk oyunlarının Piaget’nin oyun gelişimi kuramına göre incelenmesi amaçlanmaktadır. Araştırma nitel araştırma yöntemlerinden doküman incelemesi yöntemi ile kurgulanmıştır. Araştırmanın veri seti, benzeşik (homojen) örnekleme yöntemi ile belirlenmiştir. Araştırmanın veri setini 2012-2015 yılları arasında yayımlanmış 200 resimli hikâye kitabı ve üzerinde “4-6 yaş aralığı için tavsiye edilmektedir” ibaresini taşıyan kitaplar oluşturmaktadır. Araştırmanın temel problemine uygun olarak incelenen 200 adet resimli hikâye kitabından 18’inde oyun olduğu belirlenmiştir. Araştırmanın veri setinden elde edilen sonuca göre 4-6 yaş aralığındaki çocuklara yönelik olarak yayımlanmış resimli hikâye kitaplarında yer alan oyunların Piaget’nin oyun gelişimi kuramına göre ya çocukların normal gelişimlerinin gerisinde ya da normal gelişimlerinin ilerisinde oyun türlerinden olduğu, çocukların oyun gelişimlerine uygun oyun türlerine çok az yer verildiği bulunmuştur. Bulgular çocuklar için üretilen resimli hikaye kitaplarının Piaget’nin oyun gelişimi kuramı bağlamında çocukların oyun gelişimine uygunluğunun yeterli düzeyde olmadığı yorumlanmıştır

Erken çocuklukta bilişsel becerilerin değerlendirilmesi: Yaklaşımlar, yöntemler ve sınırlılıklar

The cognitive skills may affect the way individuals understand the world, their social interactions, and academic performance throughout their lives. For such reasons, it is crucial to evaluate cognitive skills at an early stage in order to support the development and learning of young children and to regulate educational activities. Evaluation of cognitive skills also constitutes one of the important dimensions in measuring the purpose and quality of education. In order to decide how children’s cognitive skills can be evaluated, it is necessary to know the brain development of children and their related functions; to determine the theoretical approaches, appropriate methods, and techniques that form the basis of cognitive assessments, and their advantages and limitations. In this study, it is aimed to review and evaluate the existing approaches to how cognitive skills can be evaluated in early childhood. In this direction, the place of cognitive skills in early childhood in brain development and the approaches that formed the basis for the assessment of cognitive skills were examined, and then the advantages and limitations were discussed.Bilişsel becerilerin, yaşamları boyunca bireylerin dünyayı anlama biçimlerini, sosyal etkileşimlerini ve akademik performanslarını etkilediği bilinmektedir. Bu nedenle özellikle küçük çocukların gelişimlerinin ve öğrenmelerinin desteklenmesi için bilişsel becerilerin erken dönemde değerlendirilmesi ve değerlendirmeler doğrultusunda eğitim-öğretim faaliyetlerinin yapılandırılması oldukça önem taşımaktadır. Bilişsel becerilerin değerlendirilmesi aynı zamanda eğitimin amacının ve niteliğinin ölçülmesinde de önemli boyutlardan birini oluşturmaktadır. Küçük çocuklar söz konusu olduğunda bilişsel becerilerin ne şekilde değerlendirilebileceğine karar verilebilmesi için öncelikle çocukların beyin gelişiminin ve ilgili işlevlerinin bilinmesi; bilişsel değerlendirmelere temel oluşturan teorik yaklaşımların, uygun yöntem ve tekniklerin ve bunların avantajlarının ve sınırlılıklarının belirlenmesi gerekmektedir. Bu çalışmada erken çocuklukta bilişsel becerilerin ne şekilde değerlendirilebileceğine yönelik mevcut yaklaşımları gözden geçirmek ve değerlendirmek amaçlanmıştır. Bu doğrultuda erken çocuklukta bilişsel becerilerin beyin gelişimi içerisindeki yeri irdelenmiş, bilişsel becerilerin değerlendirilmesine temel oluşturan yaklaşımlar incelenmiş ve ardından erken çocuklukta bilişsel becerilerin değerlendirilmesinde kullanılan tekniklerin avantajları ve sınırlılıkları tartışılmıştır

Montessori Yaklaşımın Çocukların Kavram Edinimi Üzerindeki Etkisinin İncelenmesi

Bu araştırmanın temel amacı Montessori yaklaşımının 4-6 yaş arası çocukların kavram edinimleri (okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama) üzerindeki etkisini incelemektir.  Bu çalışmada araştırma modeli olarak ön test, son test ve deney-kontrol gruplu deneysel desen tercih edilmiştir. Araştırmada deney grubundaki 4-6 yaş arası çocuklara verilen Montessori eğitiminin etkisini ölçmek amacı ile ön test-son test çalışması yapılmış ve Montessori yaklaşımının deney grubu üzerindeki etkisini karşılaştırmak amacı ile kontrol grubu oluşturulmuştur. Çalışma grubunun oluşturulmasında deney grubunu Gazi Üniversitesi Mesleki Eğitim Fakültesi Çocuk Gelişimi Eğitimi Bölümü Uygulama Anaokuluna devam eden ve Montessori eğitimi alan 4-6 yaş arasındaki 24 çocuk, kontrol grubunu ise Ankara Üniversitesi Uygulama Anaokulu ve Çocuk Kulübüne devam eden MEB Okul Öncesi Eğitim Programının uygulandığı okul öncesi eğitimi alan 24 çocuk oluşturmuştur. Araştırmada veri toplama aracı olarak; çocukların kavram edinimleri (okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama) için Bracken Temel Kavram Ölçeği Gözden Geçirilmiş Formu kullanılmıştır. Bulgular, grupların Bracken Temel Kavram Ölçeğinin alt ölçeklerinden aldıkları ön test-son test aritmetik ortalama puanları karşılaştırıldığında, deney ve kontrol grubu arasındaki istatistiksel farkların deney grubu lehine olduğunu göstermektedir. Montessori eğitimi alan çocuklar ve Montessori eğitimi almayan çocuklar karşılaştırıldığında okula hazırlık seviyeleri, yön/konum, bireysel/sosyal farkındalık, yapı/materyal, miktar ve zaman/sıralama gibi kavram alanlarında istatistiksel olarak deney grubu lehine anlamlı farklılıklar bulunmuştur.  Anahtar Kelimeler: Montessori Yaklaşımı, Okul Öncesi Eğitim, Çocuklar, Kavram Edinim

Investigation of the Parents’ Perceptions towards Children with Special Needs

Objectives: The purpose of this study is to examine the awareness and knowledge of parents with normally developed children regarding children with special needs; how they perceive and how they describe individuals with special needs to their children. Method: In this study, the qualitative research method was adopted. And the descriptive analysis method was employed because situation determination and opinions were examined in the analysis of the data obtained from the study group. Snowball sampling method was used to form and gather up the study group. 17 parents who have children with normal development and go on preschool education institution constituted the study group of the research. The parents were composed the mothers have given informed consent and voluntarily participated into the study. The interview method was used as the data method of the research. In order to conduct the interviews, researchers formed a semi-structured interview form and thus, it would be possible to conduct indepth interviews with the parents. After the interviews, the data was documented and categories and themes were formulated in the light of descriptive analysis principles. Result and Conclusion: When the findings of the study were examined, it was found out that parents have a genuine awareness concerning children with special needs in that they emphasize the importance of interaction between their children with normal development with the children with special needs by coming together in the same environment, and they also have an awareness regarding the need of the public spaces’ regulations according to the children with special needs

Editöryal

Dear readers,In April 2018, we continue our exciting journey with the first issue of the second volume of the Early Childhood Studies Journal (JECS) by taking place in international indexes with our scientifically rich content.The Journal of Early Childhood Studies has begun to be indexed by DOAJ, BASE, Index Copernicus International, Eurasian Scientific Journal Index, Turkish Education Index, Science Library Index and Scientific Indexing Service from the second issue of the first volume. In addition to these, evaluation process of other national and international index application continue.Journal of Early Childhood Studies, which accepts scientific ethics and principles as a basic reference, has a vision to contribute to early childhood studies in Turkey and in the world by keeping public benefits at a high level. Journal of Early Childhood Studies, which accepts scientific studies with this vision, also recognizes the duty of sharing your valuable scientific research with the public and initiating scientific discussions that will contribute to early childhood studies. Depending on this task and responsibility, original research and review articles conducted in the field of early childhood studies are accepted with the double-blind review process.Moreover, Journal of Early Childhood Studies in which the full text of the papers presented at international congresses involved in publication after the double-blind review process achieved to attract attention of researchers both in Turkey and in abroad. Thus, it has been planned to publish the Volume 2 Issue 2: The 5th International Early Childhood Education Congress as first special issue on May 2018.Dear readers and researchers,While we regard your preference for sharing your original scientific research and review articles with the public in the Journal of Early Childhood Studies, your original scientific research and review articles are accepted for Volume 2, Issue 3, planned for publication in October 2018.Thank you for your interest in Journal of Early Childhood Studies.Editorial BoardDeğerli okuyucular,2018 yılı Nisan ayında Erken Çocukluk Çalışmaları Dergisinin (EÇÇD) ikinci cildi birinci sayısı ile heyecanlı yolculuğumuza bilimsel olarak zengin içerik ile uluslararası indekslerde de yer alarak devam ediyoruz.Erken Çocukluk Çalışmaları Dergisi, başta DOAJ olmak üzere BASE, Index Copernicus International, Euroasian Scientific Journal Index, Türk Eğitim İndeksi, Science Library Index ve Scientific Indexing Service tarafından birinci cilt ikinci sayı itibarı ile indekslenmeye başlamıştır. Bununla birlikte başvurulan ulusal ve uluslararası indeksler tarafından da değerlendirilmeye devam etmektedir.Bilimsel etik ve ilkeleri temel referans kabul eden Erken Çocukluk Çalışmaları Dergisi, kamusal yararı üst düzeyde tutarak özelde Türkiye genelde ise dünyada erken çocukluk çalışmalarına katkı sunma vizyonuna sahiptir. Bu vizyon ile bilimsel çalışmaları kabul eden Erken Çocukluk Çalışmaları Dergisi siz değerli araştırmacıların bilimsel çalışmalarını kamuoyu ile paylaşmayı ve erken çocukluk çalışmalarına katkı sunacak bilimsel tartışmaları başlatmayı da bir görev olarak kabul eder. Bu görev ve sorumluluk ile erken çocukluk çalışmaları alanında yapılmış özgün araştırmaları ve derlemeleri çift kör hakemlik sürecinden geçirmek şartı ile kabul etmektedir.Bununla birlikte erken çocukluk eğitimi alanında Türkiye’de gerçekleştirilen uluslararası kongrelerde sunulan bildirilerin tam metinlerini yeni bir hakemlik sürecinden geçirerek özel sayılara da yer vermeye başlayan Erken Çocukluk Çalışmaları Dergisi gerek Türkiye’de gerekse yurtdışındaki araştırmacıların dikkatini de çekmeyi başarmıştır. Dolayısı ile dergimizin ilk özel sayısı olacak Cilt 2 Sayı 2: 5.Uluslararası Okul Öncesi Eğitimi Kongresi Özel Sayısını Mayıs 2018 tarihinde çıkarmayı planlamaktadır.Değerli okuyucular ve araştırmacılar,Özgün bilimsel araştırmalarınızı ve derleme makalelerinizi kamuoyu ile paylaşmada Erken Çocukluk Çalışmaları Dergisini tercih etmenizi önemsediğimizi belirtmekle birlikte, 2018 Ekim ayında çıkarılması planlanan 2.Cilt 3. Sayı için özgün bilimsel araştırmalarınız ve derleme makaleleriniz kabul edilmektedir.Dergimize gösterdiğiniz ilgiden dolayı teşekkür ederiz.Editörle