Zarife Seçer

An analysis of the effects of in‐service teacher training on Turkish preschool teachers’ attitudes towards inclusion

Any implementation of an inclusive policy is largely dependent on educators’ attitudes. In Turkey, many teachers who educate preschool children with Special Educational Needs (SEN), and who have not received in‐service teacher training (INSET) are observed to have negative attitudes towards their SEN students. The aim of this article is to examine differences between the attitudes of preschool teachers before and after an INSET course. Sixty‐six preschool teachers were selected for this study which had a single group pre–post‐test design. The teachers’ opinions and attitudes relating to mainstreaming SEN students in regular educational environments were assessed using the ‘Opinions Relative to Mainstreaming’ scale. The data indicate that these teachers were affected by the INSET programme in such a way that their attitudes towards the inclusion of SEN students became more positive.

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.

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.

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.

INVESTIGATION OF THE SOCIAL SKILLS OF PARENTS AND CHILDREN IN THE PRESCHOOL PERIOD: THE CASE OF DENİZLİ PROVINCE

Özet: Bu araştırmada, ebeveyn-çocuk sosyal becerilerinin incelenmesi ve ebeveyn-çocuk sosyal becerilerinin çocuğun cinsiyeti, ebeveynlerin eğitim düzeyine göre farklılığının belirlenmesi amaçlanmıştır. Araştırmanın örneklemini Denizli il merkezinde yaşayan, okul öncesi eğitime devam eden 5-6 yaş grubundan 130 çocuk, 130 anne ve 130 baba oluşturmaktadır. Bu araştırmada ebeveynlerin sosyal becerilerini ölçmek için Riggio (1986) tarafından geliştirilen, 1989 yılında revise edilen, Yüksel (1998) tarafından Türkçe’ye uyarlanan Sosyal Beceri Envanteri (SBE) ve çocuğun sosyal becerisini ölçmek için Avcıoğlu (2007) tarafından geliştirilen Sosyal Becerileri Değerlendirme Ölçeği (SBDÖ) kullanılmıştır. Çalışmanın sonunda, anne ve babanın sosyal becerileri arasında olumlu yönde anlamlı bir ilişki ortaya çıkarken, annenin sosyal becerileri ile çocuğun sosyal becerileri ve babanın sosyal becerileri ile çocuğun sosyal becerileri arasında anlamlı bir ilişki bulunamamıştır. Bir diğer sonuç, kız çocukların erkek çocuklara göre dinleme becerileri puanlarının daha yüksek olduğudur. Ayrıca ilkokul ve üniversite mezunu annelerin çocuklarının diğer eğitim düzeyindeki annelerin çocuklarına göre kendini kontrol etme becerileri, amaç oluşturma becerileri ve sosyal beceri toplam puanlarının daha yüksek olduğu ortaya çıkmıştır.