Alev Önder

Analysing the peer relationships of obese and normal-weight preschool children aged between five and six years

The objective of this study is to reveal whether the peer relationships of preschool children who are determined to be obese, based on their body mass index (BMI), differentiate or not. The study was conducted within the frame of a relational survey model. A total of 114 five- to six-year-old children (57 normal-weight children and 57 obese children), who attend preschool educational institutions, participated in the study. The Ladd-Profilet Child Behaviour Scale and Peer Victimisation Scale were used to obtain data of the study. Multivariate Analysis of Variance (MANOVA) was used to test the data. As a result of the study, there were significant differences on prosocial behaviour and hyperactivity levels of children according to their gender and at aggressiveness, prosocial behaviour and hyperactivity levels according to the state of being obese. Besides, significant differences were observed on asocial behaviours, hyperactivity and peer victimisation levels of children according to the state of being obese and gender interaction.

Analyzing Perspective Taking Skills of 5- to 6-Year-Old Preschool Children in Relation to Their Self-Perception and Gender

The purpose of this study is to analyze the ability of preschool children to take on a perspective, based on their self-perception and gender. A relational survey method was used, with 124 children between ages 5 and 6 participating—74 girls (59.7%) and 50 boys (40.3%). The Self-Perception Scale for Children and Perspective-Taking Test was conducted on the children individually by the researchers. The Pearson product–moment correlation coefficient, two-way ANOVA, and simple linear regression analysis were used for data analysis. The results for the study indicate a significant relationship between the skill of perspective taking and self-perception. In addition, the score mean for the skill level of perspective taking changed according to self-concept. Children with a high level of self-perception had a higher skill level of perspective taking in comparison to children with a low level of self-perception.

A study of social–emotional adjustment levels of preschool children in relation to peer relationships

The aim of this research is to study social–emotional adaptation levels of 5- to 6-year old preschool children in relation to peer relationships. One hundred and forty-four children aged between 5 and 6 joined in this relational survey study. According to the results of the research analysing the relationship between the social–emotional adjustments of 5- to 6-year old children continuing preschool education and the peer relationship variables; the social–emotional adjustment level can meaningfully predict the prosocial behaviour of children towards their peers, aggression levels and exclusion by peers, fear–anxiety towards peers, hyperactivity–distractibility and peer victimisation.

The analysis of the relationship between fathers’ parenting self-efficacy and the peer relations of preschool children

The purpose of this study was to investigate the effects that parenting self-efficacy perceptions of fathers have on the peer relations of their 5–6-year-old children. This study was conducted on 200 5–6-year-old preschool children and their fathers. The results of the analysis concluded that there was a low-level negative and significant relationship between the fathers’ parenting efficacies and the aggression, exclusion, hyperactivity–distractibility, and victimisation levels of their children. The results concluded that the parenting self-efficacy level has the best predictor effect on victimisation among the peer relationship variables. Father training programmes should be organised by the preschool teaching departments of universities, and it should be ensured that the fathers of children aged 0–6 participate in these programmes. Training should be offered to fathers of children attending preschool education institutions by these institutions. Different father training programmes should be organised in accordance with arising needs.

Okul Öncesi Dönem Çocukların Mizaç Özellikleri ve Annelerinin Ebeveynlik Stillerinin Çocukların Ego Sağlamlık Düzeyleri Üzerindeki Yordayıcı Etkisi

The aim of the study is to investigate the predictive effect of the temperament charecteristics of preschool children and their mothers’ parenting styles on ego resiliency level of children. The study was designed in survey method. The sample of the study was selected by random sampling method from central districts of Istanbul, Turkey. The sample consists of 367 children in total and 198 (54%) of these children are girls and 169 (46%) of them are boys. Demographic Information Form, Children’s Ego Resiliency Scale, Short Temperament Scale for Children and Parenting Styles and Dimensions Questionnaire were used to collect data. The data was collected during fall semester in 2015-2016 academic year. Multiple regression analyses were used to test the relation between childrens’s ego resiliency level, temperament charecteristics and their parents’ parenting styles. Authoritarian and permissive parenting styles and persistence and reactivity traits of temperament together explained 33% of the variance in ego resiliency and the relation between these variables was found to be as moderate (r = 0.58, p<0,05). The authoritarian parenting style among other explanatory variables is the most powerful variable on ego resiliency of children and these variables are inversely related.

ANAOKULUNA DEVAM EDEN ÇOCUKLARDA SERBEST VE HAREKETLİ OYUN DÜZENLEMELERİNİN AKRAN İLİŞKİLERİNE ETKİSİNİN İNCELENMESİ

Arastirmanin amaci anaokuluna devam eden cocuklarda, serbest ve hareketli oyun duzenlemelerinin akran iliskisine etkisini incelemektir. Bu amacla on test, son testli, deney ve kontrol gruplu deneysel yontemden yararlanilmistir. Arastirmada iki deney bir kontrol grubu yer almaktadir. Calisma grubunu Denizli ili Tavas ilcesinde MEB’na bagli resmi bir bagimsiz anaokulundaki uc sinifa devam eden 5 yas grubundan 33 cocuk olusturmustur. Ilk deney grubunda 11 cocuk (4 kiz-% 36.4; 7 erkek-% 63.6), ikinci grupta 12 cocuk (3 kiz-% 25; 9 erkek-% 75), yer almistir. Kontrol grubunda da 5 yas grubundan 10 cocuk (3 kiz-% 30; 7 erkek-% 70) yer almaktadir. Veri toplama araclari olarak “Okul Oncesi Sosyal Davranis Olcegi Ogretmen Formu” ve“Akranlarin Şiddetine Maruz Kalma Olcegi” kullanilmistir. Sonuclara gore; deney ve kontrol gruplarinin son test puanlari karsilastirildiginda, deney gruplarinin lehine olumlu sosyal davranis duzeyleri artmis, fiziksel saldirganlik ve akran siddetine maruz kalma duzeyleri azalmistir. Iliskisel saldirganlik davranislarinda ise deney ve kontrol grubunda anlamli bir farklilik ortaya cikmamistir.

Yansıtıcı Düşünmenin Öğretmen Adaylarının Yapılandırmacı Öğrenme Ortamı Hazırlama Becerileri ve Becerileri Kullanma Sıklıklarına Etkisi

The purpose of this study was to determine the influence of reflective thinking practices on prospective teachers’ skills in preparation of the constructivist learning environment and frequencies of the their use of constructivist learning environment principles at the Teaching Practice Course II. Sixteen prospective teachers (eight female, eight male), taking the Teaching Practice II course in the Department of Elementary Education at Marmara University, participated in this study. The Embedded design, a mixed methods design, was used. At the beginning of the study, there was no significant difference between constructivist learning environment preparation skills of the prospective teachers in both experimental and control groups. At the end of the reflective thinking practices, there was a significant difference between experimental and control groups’ protest scores in relation to constructivist learning environment preparation skills’ favoring the prospective teachers in the experimental group. Analysis of the observations made during the implementation and it was observed that prospective teachers in the experimental group used the constructivist learning environment skills during teaching practice more often

Cognitive Developmental Levels of Preschool Children in Relation to Peer Relationships.

The purpose of the study is to investigate the cognitive developmental levels of five- to six-year-old preschool children with regard to their peer relationships. The relational survey method was used in the study. One hundred and fifty one children aged five- to six-years-old participated in the study. The Child Behaviour Scale, Peer Victimisation Scale and the Marmara Developmental Scale-Cognitive Development subscale were filled out by preschool teachers. The data was analysed using the Basic Linear Regression Technique. According to the results of the study, five- to six-year-old childrens cognitive development levels have a significant predictor on variables of peer relationship.