21. yüzyıl, başlangıcından itibaren insanoğlunun geçirdiği üç büyük devrimden sonuncusu olan Bilgi Çağı’nın tüm dünyada etkilerini hissettirmeye başladığı bir dönemi de temsil etmektedir. Bu yeni döneme uyum/geçiş ihtiyacı eğitim politikalarının ve özellikle de eğitimin önemini daha da altını çizmiş; Bilgi Çağı’nın gereklerine göre yeniden dizaynını zorunlu kılmıştır. Okul öncesi dönemin insan gelişiminin ve eğitiminin en önemli yılları olduğu her geçen gün yeni araştırmalarla ortaya çıkmış, ülkelerin okul öncesi eğitim politikalarına verdikleri önem her geçen gün artmıştır. Ancak bu gelişmelere rağmen Türkiye’de okul öncesi eğitimde bütüncül ve etkili politikaların geliştirilmesi mümkün olmamıştır. Bu çalışmada, eğitimin ilk ve en önemli basamağı olan okul öncesi eğitimin Türkiye’deki durumu geçmişten günümüze incelenerek, yeni çağın da gerekleri ışığında politika önerilerine yer verilecektir.

Objective: Parents are key partners in preventing child sexual abuse (CSA). Body safety tarining (BST) aims to preventing CSA. The first aim is to examine parents knowledge of CSA and interventions of the BST. Secondly, to ev aluate the effect of parents' BST interventions on giving the child self-protection skills. Method: Sample included 92 parents and their 3-to 6 year-old preschool children. In the first stage of the study, WIST (What If Situations Test) was applied to the pre-schoolers. Secondly, data were collected from the parents about the knowledge of CSA and BST interventions. Results: Parents' have high CSA knowledge (M = 7.33 SD = 1.31). The proportion of parents who have knowledge BST is limited (32.6%). However, despite this limited knowledge, the number of those who talk to the child is higher (82.6%). There was no difference between the WIST sub-scale score; appropriate recognition, inappropriate recognition, saying, telling skills and Personal Safety Questionnaire (p > 0.05). The scores of doing and reporting skills were found to be statistically significant high (p < 0.05). Conclusions: Parents have high CSA knowledge, but the impact of BST interventions to their children on gaining the ability to self-protection skills is limited.

The aim of this study was to evaluate preschool children’s sleep habits, determine parental behaviours that affect these sleep habits, and examine the potential factors that cause sleep problems. 400 children aged 5-6 and their mothers participated in the study. A Child Information Form and Sleep Habits Questionnaire were applied to the mothers. In this way, the children’s resistance to bedtime, delay in falling asleep, sleep duration, sleep anxiety, waking during the night, parasomnias, sleep-disordered breathing, and daytime sleepiness were evaluated. The results of the study revealed that six-year-old children’s scores in the sleep habits and problems scale were higher than those of five-year-olds, and that sleep duration decreased in six-year-olds. In the study, when varieties of sleep problems were examined, it was found that children sleeping in the same bed as their parents had more sleep problems, and that as length of time spent sleeping together increased, sleep problems also increased.

In this study, the direct and indirect relationships of children’s self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children’s teachers. For determining the children’s self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children’s self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies.

The aim of this study was to assess preschool children's sleep habits and sleep problems and to examine their relationship with emotion regulation. The teachers and mothers of 308 preschool children participated in the study. A Child Information Form and Sleep Habits Questionnaire were applied to the mothers. In this way, the children's age and gender information, co-sleeping habits, bedtime resistance, sleep onset delay, sleep duration, sleep anxiety, night wakings, parasomnias, sleep-disordered breathing, and daytime sleepiness were evaluated. The teachers were requested to fill in an Emotion Regulation Questionnaire. The research findings revealed that scores in the lability/negativity subdimension of the emotion regulation scale were statistically higher in boys. Similarly, scores of 5-year-old children were higher in the emotion regulation negativity dimension. According to the research findings, it was determined that sleep problems did not affect the children's emotion regulation skills.

Bu araştırma okul öncesi öğretmenlerinin eğitim programlarında çocukların erken okuma yazma becerilerinin geliştirilmesine yönelik etkinlere nasıl ve ne kadar yer verdiklerini belirlemek amacıyla yapılmıştır. Okul öncesi öğretmenlerinin demografik özelliklerini belirlemek amacıyla kişisel bilgi formu ile erken okuma yazma hakkında sınıf içi uygulamaları belirlemek için Sandvik, Van Daal ve Ade`r (2014) tarafından geliştirilen “Okulöncesi Erken Okuma Yazmaya Ölçeği” araştırmacılar tarafından geçerlik güvenirlik çalışması yapılarak kullanılmıştır. Araştırma kapsamında Bursa ilinde Millî Eğitim Bakanlığı’na bağlı özel ve kamu eğitim kurumunda görev yapan 255 okul öncesi öğretmeninin erken okuma yazma ile ilgili sınıf içi uygulamaları farklı değişkenlere (görev yapılan okul türü, eğitim alma durumu, kendilerini yeterli bulma durumu ve görev yapılan okulun bulunduğu çevrenin sosyo ekonomik durumu) göre incelenmiştir. Araştırma sonucunda, öğretmenlerin görev yaptıkları okul türü, eğitim alma durumları, kendilerini yeterli bulma durumu, görev yaptıkları okulun bulunduğu çevrenin sosyo ekonomik durumunun, öğretmenlerin erken okuma yazma becerilerine ilişkin sınıf içi erken okuma yazma uygulamalarını etkilediği bulunmuştur

The sense of humor is formed during childhood, but it differs from child to child. This difference stem from variations in linguistic, mental and social development. The aim of this study was to examine the sense of humor of children who were attending a gifted education center and to compare their humor characteristics with normal children. In the study, the “Multidimensional Sense of Humour Scale for Children” was used to collect data. The research findings revealed that age, gender and parents’ educational status did not make a difference in humor in children. Liking humour, coping with humour and understanding humour in gifted children were significantly higher than in normal children

Behaviorregulation skills are associated with early academic skills in pre-schoolchildren in the studies. In addition to this, limited number of studies hasbeen shown relations between behavioral regulation skills and early literacyskills; phonological awareness, matching images and pre-writing skills. Thestudy aims at assessing the relation between phonological awareness, matchingimages and pre-writing skills which are early literacy skills and behaviorregulation skills in preschool children with regard to age, gender, period ofattending school, number of siblings.144 pre-school children, 68 of whom aregirls and 76 boys, participated from Bursa central districts in the research.Results show that behavior regulation skills are associated with phonologicalawareness and pre-writing skills. When age increases, phonological awarenessscores and matching images scores increase; according to number of siblings,there is a statistically significant difference pre-writing skills scores;period of attending school does not affect phonological awareness scores,matching images scores and pre-writing skills; there is a statisticallysignificant difference betweenpre-writing scores by gender; the difference shows that girls’ pre-writingscores are higher than the boys’ pre-writing scores.

Ergenlik, boy, agirlik, vucut oranlari ve hormonlar gibi bireysel, sosyal ve baglamsal gecislerle birlikte fizyolojik ve psikolojik degisikliklerle karakterize bir gecis donemidir. Bazi arastirmalar bireylerin ergenlige dogru ilerledikce daha empatik, sempatik ve yardim edici davranislar sergilendigini gostermekteyken bazilari da bu davranislarda durma hatta azalma oldugunu iddia etmislerdir. Bu calismada Bursa’da Milli Egitim Bakanligi’na bagli okullarda ve Meslek Yuksekokulunda ogrenim goren 12-21 yas grubu ergenlerin reaktif ve proaktif saldirganliklari ile bilissel ve duyussal empati duzeyleri incelenmistir. Boylece ergenlerin reaktif ve proaktif saldirganlik duzeylerinin onlarin bilissel ve duyussal empatileriyle olan iliskileri onlarin yas, cinsiyet, anne-babalarinin egitim durumu gibi demografik ozellikleriyle yordamak amaclanmistir. Ergenlerin reaktif-proaktif saldirganlik duzeylerini belirlemek icin Raine ve arkadaslari (2006) tarafindan gelistirilen Reaktif-Proaktif Saldirganlik Olcegi kullanilmistir. Ergen bireylerin empati duzeyleri Jolliffe ve Farrington (2006) tarafindan gelistirilen Temel Empati Olcegi (BES) ile belirlenmistir. Arastirmadan elde edilen verilerin cozumlenmesi ve yorumlanmasi asamasinda, Korelasyon Analizi ve t-Testi kullanilmis, 0,01 ve 0,05 anlamlilik duzeyi aranmistir. Arastirma sonucunda ergenlerin hem empati hem de saldirganlik duzeyleri cinsiyet, yas, anne-baba egitim duzeyi ile birlikte yordanmistir. Ergenlik surecinde saldirganlik ve empati arasinda iliski irdelenmistir demografik saldirganlik olcegi ile empati olcegi arasinda yas, cinsiyet anne baba egitim durumunun istatistiksel olarak anlamli bir fark ortaya cikarmadigi bulunmustur (p>0,05). Ayrica arstirma sonucunda Duyussal empati alt boyut olcek puanlari ile reaktif alt boyut olcek puanlari arasinda pozitif yonde anlamli bir iliski ortaya cikmistir (p<0,05). Egitimci ve arastirmacilara ergenlik doneminde saldirganlikla ilgili yapilacak calismalarla ilgili oneriler sunulmustur.

Okul oncesi donemde desteklenen erken okuma yazma becerileri, cocugun ileriki okul hayatindaki okuma yazma ve diger akademik becerilerde basarili olmasini etkilemektedir. Okuloncesi donem okuma yazma becerilerinin kazanimi icin kritik yillardir. Erken yillarda bu becerilerin desteklenmesinde okul oncesi ogretmeninin erken okur yazarlikla ilgili inanclarinin onemli bir rolu bulunmaktadir. Erken donemde ogretmen ve egitim kurumu tarafindan saglanan okuma yazma becerilerine yonelik destekleyici bir yaklasimin cocuklarin gelecekteki ogrenim hayatinda sahip olacaklari okur-yazarlik yeterlikleri uzerindeki olumlu etkileri, alan yazindaki bircok calisma ile gosterilmistir. Bu arastirma okul oncesi ogretmenlerinin erken okuma yazma becerilerinin gelisimi ile ilgili inanclarini belirlemek amaciyla yapilmistir. Okul oncesi ogretmenlerinin demografik ozelliklerini belirlemek amaciyla arastirmacilar tarafindan hazirlanan kisisel bilgi formu ile erken okuma yazma hakkinda inanclarini belirlemek icin Sandvik, Van Daal ve Ade`r (2014) tarafindan gelistirilen “ Okuloncesi Ogretmenlerinin Erken Okuma Yazmaya Iliskin Inanc Olcegi ” arastirmacilar tarafindan gecerlik guvenirlik calismasi yapilarak kullanilmistir. Arastirmaya Bursa ilinde Milli Egitim Bakanligi’na bagli ozel ve kamu egitim kurumunda gorev yapan 255 okul oncesi ogretmeni katilmistir. Ogretmeninin erken okur yazma ile ilgili inanclari farkli degiskenlere (calistigi grubun yasi, gorev yapilan okul turu, okulun bagli oldugu ilce, egitim alma durumu, kendilerini yeterli bulma durumu ve gorev yapilan okulun bulundugu yerin sosyo ekonomik durumu) gore incelenmistir. Arastirma sonucunda, ogretmenlerin mezun olduklari bolum, gorev yaptiklari okul turu, okulun bagli oldugu ilce, egitim alma durumlari, kendilerini yeterli bulma durumu, gorev yaptiklari okulun bulundugu yerin sosyo ekonomik durumu ogretmenlerin erken okuma yazma becerilerine iliskin inanclarini etkiledigini fakat calistiklari yas grubunun ogretmenlerin inanclarini etkilemedigi, dort, bes ve alti yasta grubunda calisan ogretmenler arasinda fark olmadigi bulunmustur.

Gecmisten gunumuzde pek cok ebeveynlik tutumu arastirilmakta ve bu tutumlarin anne ya da babanin yasi, egitim duzeyi, kendi aile bireylerinin onlara gosterdigi tutumlari, sahip olduklari cocuk sayilari gibi pek cok degiskenle birlikte tartisilmaktadir. “Bilincli farkindalikli” ebeveynlik tutumu ise son yillarda literaturde kendine ayri ve ozel bir yer bulmaktadir. En temel anlamiyla bilincli farkindalik; icinde bulunulan anda zihinde, bedende ve cevrede neler olup bittigini fark etmek icin ozel bir caba sarf etmeyi gerektiren bir tekniktir. Bilincli farkindalikli ebeveynlik ise cocuga ve ebeveynin kendisine; bilerek, simdiki zamanda ve yargisal olmayan ozel bir sekilde dikkat etmek olarak tanimlanmistir. Bu tutum; (a) cocugu dinlerken tum dikkati ile odaklanmak; (b) kendinin ve cocugun yargisiz kabulu; (c) kendisi ve cocuk icin duygusal farkindalik; (d) ebeveynlik iliskisinde oz duzenleme ve (e) kendisi ve cocuk icin sefkat gosterme olarak bes boyutu kapsamaktadir. Bilincli farkindalik, ebeveynlerin cocuklarini gercekte olduklari gibi daha net algilayabilmelerini saglamakta ve sadece tepki vermektense, bilgelik ve duyarlilikla hareket etmelerini beraberinde getirmektedir. Bu baglamda bilincli farkindalik tutumunu benimseyen ebeveynlerin, cocuklariyla olan iliskilerinde gercekten “var olma” yetenekleri ve isteklilikleri konusunda temel bir degisim gecirdiklerine iliskin pek cok calisma bulunmaktadir. Bu arastirmada, bilincli farkindalik gelistirmenin insan yasamindaki onemi ve bir ebeveyn tutumu olarak tartisilmasi amaclanmistir. Bu baglamda bilincli farkindalikli ebeveyn egitimi calismalari incelenmis aile ve egitim boyutunda ayrintili onerilerde bulunulmustur.

Akran iliskileri ve akran kabulu cocuklarin sosyal ve duygusal gelisimi icin onemlidir. Akran kabulu ve arkadaslik, cocuklar icin cok cesitli ogrenme ve gelisim firsatlari sunmaktadir. Bunlar arasinda arkadaslik, rekreasyon, sosyal beceri gelistirme, grup problem cozme surecine katilma, rekabet ve catismayi yonetme yer alir. Ayrica, kendi kendini kesfetme, duygusal ve sosyal alanda gelisme saglar. Ebeveynler, ogretmenler ve diger yetiskinler cocuklar icin iyi bir sosyal destek kaynagidir, ancak cocuklarin birbirleriyle nasil etkilesimde bulunacaklarini ogrenmeleri yasamsal bir beceridir. Akranlarinca kabul edilme bir cocugun veya ergenin iliski miktari ile degil iliski kalitesi ile olculmektedir. Cocuklar arasinda arkadas sayisi, cocugun gelisimine bagli olarak degiskenlik gostermektedir ve akranlarinca kabul edilme erken cocukluk doneminde baslamaktadir. Fiziksel cekicilik, kulturel izler ve engel durumu gibi faktorler akranlarinca kabul derecesinde etkili olsalar da cocugun “sosyal yeterliligi” kabulde asil etkendir. Akranlarinca kabul goren veya populer cocuklar daha az sorun yasarlar ve akranlarinca kabul goren ergenlerin duygusal ve sosyal uyumluluklari daha ust seviyededir. Diger yandan akran reddi yasayan cocuklar ya da ergenler agresif, antisosyal, ice donuk veya depresif davranislar sergilemeye egilimlidirler. Ayrica akranlarini pozitif olarak desteklemezler ve isbirligi yapmakta zorluk cekerler. Bu arastirma erken cocukluktan baslayarak akran kabulu ve reddini gelisimsel bir perspektif isiginda degerlendirmeyi amaclamaktadir. Bu dogrultuda; bebeklik doneminde anne veya birincil bakici ile cocuk arasindaki bagin kalitesi, cocukluk doneminde; ailede okulda ve diger sosyal ortamlardaki farkli akran turleriyle etkilesim icin firsatlarin miktari ve kalitesi ile ebeveynlik stillerinin akran kabulune ve reddine etkisi incelenmistir. Arastirma sonucunda cocukluktan ergenlige akran kabulu ve reddinin olasi sonuclari tartisilarak egitimcilere arastirmacilara ve ailelere yonelik oneriler sunulmustur.

The purpose of this research is to demonstrate the effectiveness of the game method in acquiring pattern skills for children who attend the pre-school education institution. The working group of the study consisted of 44 children, including 21 trials and 23 control groups attending a pre-school education institution in the city center of Istanbul. The study was conducted using an experimental design with pre-test post-test control group. The Personal Information Form was used to get information about children and their families, and the Competency Test developed by Kesicioglu (2013) was used to evaluate the pattern skills of children. The Game Based Pattern Skills Program prepared by the researcher for the children in the experimental group was applied three times a week for seven weeks and six days. Meanwhile, the children in the control group continued their current training. The data obtained in the study were analyzed using the SPSS 23 program. In the analysis of the data, Shapiro-Wilk test, Mann-Whitney U test and Wilcoxon Marked Rank test were used. As a result of the research, it was both seen that after the game-based pattern skills program, the children in the experimental and control groups did not make any difference in the ability of Pattern-Based Object-Oriented Patterning (p> 0.05); and that the children in the experimental group had a significant difference in the ability to complete the Missing Object in a Pattern and to Create an Original Pattern by Objects compared to the children in the control group (p <0,05). As a result, it was observed that the game-based pattern skills program given to children positively affected the development of pattern skills of the children in the experimental group.

The purpose of this study is to examine the validity and reliability of the Forgiveness and Forgiveness Probability Scales, developed by Rye, Loiacono, Folck, Olszewski, Heim and Madia (2001), in Turkey. This study included 180 women whose children receive education in high schools on the voluntary basis for the validity and reliability study of the scales. Confirmatory Factor Analysis (CFA) was applied to assess whether the structure of the 2-factor and 15-item structure of the Forgiveness Scale and the single-factor and 10-item structure of the Forgiveness Probability Scale are verified. In the first CFA applied, items with a statistically insignificant t value were examined. According to this review, no material with an insignificant t value was found on both scales. When the coefficients showing the relationship between the observed variables and the factors of the model showing the factorial structure of both scales were examined, it was concluded that all the compliance indices were sufficient. Taking into account the compliance statistics calculated with the CFA, the previously determined single and two factor structures of Forgiveness Scale and Forgiveness Probability Scale are generally compatible with the collected data.

Attention deficit hyperactivity disorder (ADHD) which cause deterioration in functionality, is the most common neuropsychiatric disorder in childhood today. Attention Deficit Hyperactivity Disorder (ADHD), according to DSM-V, is defined with attention deficit, impulsivity and hyperactivity concepts (14). Attention deficit hyperactivity disorder has 3 main subtypes; the character dominated by lack of attention, the character dominated by hyperactivity-impulsive and related 3 more types. It is one of the most seen problems in early childhood and childhood periods. Pre-school children with Attention deficit and hyperactivity disorder (ADHD), difficulties are experienced in diagnostics and education in Turkey. The aim of this study in this context is to discuss the causes, prevalence, treatment and the other related disorders of the character dominated by lack of attention (ADD) in Turkey. Writing was held on the basis of the study is only Attention Deficit Disorder. The conclusion has discussions, personal ideas and some advices.

In this study, it was aimed to determine the effect of the empathy training program applied to the mothers of the adolescents, on their empathy and forgiveness levels.In line with this general objective, the research was conducted as an test study based on the pretest-posttest model with a control group. As data collection tools; The empathy levels of mothers were used by making the validity reliability study by the empathy scale researcher developed by Jolliffe and Farrington, (2006).For measuring the forgiveness and forgiveness probability levels of mothers, forgiveness and forgiveness probability tests developed by Rye, Loiacono, Folck, Olszewski, Heim ve Madia (2001) were used by making a validity reliability study. Empathy, forgiveness and forgiveness probability scales were applied to 23 mothers in different socioeconomic levels that have children who attend 10th and 11th grade in Ankara and their empathy and forgiveness levels were determined. At the end of the empathy training consisting of 16 sessions developed by the researcher, final tests were applied. At the stage of analyzing and interpreting the data obtained from the research, Correlation Analysis and t-Test were used. At the result of the research, it was determined that there is a meaningful relationship between the empathy and the forgiveness and forgiveness probability levels, and also that the training provided has created a positive effect on the empathy, forgiveness and forgiveness probability levels of the mothers.

Bu arastirma ergenlik doneminde olan bireylerin empati duzeylerini bilissel ve duyussal yonden inceleyerek ergen empatisinin cesitli degiskenlere gore farklilik gosterip gostermedigini ortaya koymak amaciyla yapilmistir. Ergenlik, geleneksel olarak, boy, agirlik, vucut oranlari ve hormonlar gibi bireysel, sosyal ve baglamsal gecislerle birlikte fiziksel ve fizyolojik degisikliklerle karakterize bir gecis donemi olarak dusunulmustur. (Blakemore & Mills, 2014; Zarrett & Eccles, 2006). Bu degisikliklerin ve zorluklarin ergen bireyin empati gelisiminde onemli etkileri bulunmaktadir. Ahlaki dusuncedeki degisiklikler, empati gelisimine gore de onemlidir. Ergenler giderek daha sosyal ve sorumlu davranislari tesvik eden icsellestirilmis soyut ahlaki ve sosyal ilkeleri gelistirirler ve gonullu faaliyetlerle baskalarina yardim etme firsatlari daha fazladir (Hoffman, 2000). Ancak bazi arastirmalar bireylerin ergenlige dogru ilerledikce daha empatik, sempatik ve yardim edici davranislar sergilediklerini gostermekteyken (Mestre ve ark., 2009; Leiberg, Klimecki, ve Singer, 2011). Bazi arastirmalar da bu davranislarda durma hatta azalma oldugunu (Van der Graaff ve ark., 2014) iddia etmislerdir. Bu calismada, yaslari 13-21 arasinda olan ergen bireylerin empati duzeyleri Turkiye’de de gecerlik guvenirligi yapilmis (Topcu, Erdur-Baker, ve Capa-Aydin, 2010; Ulus,2015) Jolliffe ve Farrington (2006) tarafindan gelistirilen Temel Empati Olcegi (BES) ile belirlenecek, ergen bireylerin demografik bilgileri ise Bilgi Formu ile toplanacaktir. Arastirmadan elde edilen verilerin cozumlenmesi ve yorumlanmasi asamasinda, Korelasyon Analizi ve t-Testi kullanilacaktir. Verilerin cozumlenmesi ve yorumlanmasinda, 0,01 ve 0,05 anlamlilik duzeyi aranacaktir. Arastirmadan elde edilen sonuclara gore, ergen bireylerin cesitli degiskenlere gore empati duzeyleri irdelenecek, gelisimsel olarak bu becerinin gelistirilmesi icin egitimci, arastirmaci ve ebeveynlere gerekli oneriler sunulacaktir.