Aynur Bütün Ayhan

Correlations of conceptual development with motor skills for a Turkish sample of kindergarten children.

The purpose was to research the conceptual development and motor skills of 36 healthy children of kindergarten age (M age = 67.6 mo., SD =3.6). 19 girls and 17 boys completed the Bracken Basic Concept Scale-Revised and the Bruininks-Oseretsky Test of Motor Proficiency–Short Form.

A STUDY OF CONCEPTUAL DEVELOPMENT AND VISUAL PERCEPTION IN SIX-YEAR-OLD CHILDREN.

Visual perception comprises established responses to visual stimuli. Conceptual development accompanies the development of visual perception skills. Both visual perception and sufficient conceptual development is vital to a childs academic skills and social participation. The aim of this study was to examine the relationship between conceptual development and visual perceptual skills of six-year-old children. 140 children were administered Brackens (1998) Basic Concept Scale (BBCS–R) and the Frostig Developmental Visual Perception Test. BBCS–R scores were weakly correlated with FDVPT Discrimination of figure-ground, and had moderate and significant correlations with Constancy of the figures, Perception of position in space, Perception of spatial relation, and the Total score on visual perception. Also, a moderate correlation was found between the total scores of the FDVPT and the total score of the BBCS–R.

Okul öncesi dönemde Montessori Eğitimi

Okul oncesi egitimde bircok egitim yontemi uygulanmaktadir. Bu egitim yontemlerinden biri de Montessori egitimidir. Montessori egitimi, cocuk merkezli olmasi, kullanilan materyallerinin ozellikleri ve egitim anlayisi ile cocugun gelisimini desteklemektedir. Maria Montessori tarafindan gelistirilen bu egitim yaklasiminda cocuklar gercek materyallerle birebir calismakta ve bu materyaller cocuklarin gelisim alanlarini desteklemektedir. Yapilan bu calismada Montessori egitimi veMontessori egitiminin gelisim alanlarina etkisi incelenmistir

The effects of parent education programs on the development of children aged between 60 and 72 months

The effects of a parent education program on the development of children aged between 60 and 72 months attending preschool were assessed. Participants were children attending 9 kindergartens located in central Ankara and their parents (experimental group: 68 children, 68 parents, control group: 68 children, 68 parents). Data were gathered using a general information form, and the version of the Brigance Early Development Inventory II (Brigance, 2004), that was adapted for use in Turkey by Aral et al. (2008). There was a significant difference between the scores on the subtests of the Brigance Early Development Inventory II and the total pretest and corrected posttest scores independent of group, but no significant difference was found between the scores of the groups on the Brigance Early Development Inventory II or the total pretest and corrected posttest scores. The results also revealed that the parent education program had a minimal effect on children’s daily life and social emotional skills.