Esra Ömeroğlu

The use of interactive CD-ROM in early childhood education: teachers' thoughts and practices

The purpose of the research is to determine the opinions of the early childhood teachers working in Denizli about the use of interactive CD-ROMs in the education programs. The research has been conducted with the qualitative research methods. In the research, semi-structured interview has been used as a way of gathering data, which is one of the interview ways. The research has been conducted with five early childhood teachers teaching different age groups of children. According to the findings gathered in the research, it has been found that the teachers use the interactive CD-ROMs in the classrooms very rarely because of the lack of the computer equipments in the classrooms. Moreover, it has been also found that they aim at children’s psychomotor and cognitive development with the use of the interactive CD-ROMs. Among the other findings in the research, it has been found that the teachers recommend the virtual and audio elements of the interactive CD-ROMs to be prepared more elaborately and carefully. Furthermore, It has been found striking that the recommendations of the preparation of interactive CDROMs on the topics supporting the development of sociality and the abstract topics that the adults have difficulty in understanding. At the end of the research, considering the findings gathered, the suggestions have been made for the educationists and the teachers.

Maternal Attitudes, Emotional Intelligence and Home Environment and Their Relations with Emotional Intelligence of Sixth Years Old Children

Mayer and Salovey have defined the emotional intelligence “perceiving emotions, using emotions in order to support ideas, understanding emotions and emotional information, adjusting emotions for emotional and mental development” (Mayer & Salovey 1997). Recently two conceptions of emotional intelligence (trait emotional intelligence and ability EI) have been indicated. Trait EI (or trait emotional self-efficacy) concerns emotion related dispositions and self-perceptions measured via self-report, whereas ability EI (or cognitiveemotional ability) concerns emotion-related cognitive abilities measured via performancebased tests (Petrides et all, 2007).