Temel Eğitim Bölümü (Okul Öncesi Eğitimi) / Department of Elementary Education
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Publication Restricted "I Did It Wrong, but I Know It": Young Children's Metacognitive Knowledge Expressions During Peer Interactions in Math Activities(Elsevier Sci Ltd., 2022) AYDIN, EBRU; Dinçer, ÇağlayanPrevious studies reveal that children's metacognitive skills make massive progress during the early childhood period. We believe that examining how children use metacognitive skills in the learning process is crucial for shaping future learning experiences. This case study explores how children's metacognitive knowledge emerges through peer interactions in mathematical measurement activities. Sixteen activities based on the dimensions of mathematical measurement skills of length, area, weight, and volume were applied and video recorded. We systematically observed two 5-year-old children in these activities for 10 weeks. A framework of analysis was developed from the results of previous research on children's metacognition. Children's metacognitive knowledge was analyzed in mathematical statements and other variables were also extracted. Using qualitative analysis, this study indicates how children's mathematical thinking skills are reflected in their expressions of metacognitive knowledge during peer interactions. Difficulties in assessing and measuring children's metacognition are also discussed.Publication Restricted Insights Into Early Childhood English Education: A Comparative Analysis of Perspectives Between English Teachers and Preschool Teachers(Routledge, 2024) Özütler, Nisa Nur; Demir, Ebiha; YAĞAN, SEVCANThe study aims to illuminate and compare of the perceptions of Turkish preschool and EFL teachers regarding English language education in the preschool years. The study is a basic qualitative research method involving 16 Turkish EFL and Turkish preschool teachers. As a result, the teachers showed similar views about early English education benefits a child’s language, cognitive, and socio-emotional development. However, both groups expressed dissatisfaction with the quality of early English education, highlighting the challenges. Teachers emphasized that English language should be taught by native Turkish speakers rather than native English speakers. © 2024 ASPE.Publication Restricted Investigating the Effects of STEM Enriched Implementations on School Readiness and Concept Acquisition of Children(Ankara University, 2020) TORAN, MEHMET; Aydın, Ebru; Etgüer, DamlaThe aim of the study is to investigate the effect of STEM enriched preschool education implementations on children's school readiness and concept acquisition. The study was conducted with experimental design with pretest-posttest control group. The sample group of the study consisted of thirty-three children from the age group of 60-68 months. While 16 of the children were included in experimental group, 17 were included in control group. Before the implementations, the activities which were based on STEM skills and for which expert opinions were taken were developed. All activities were completed in nine weeks. Bracken Basic Concept Scale-Revised Form was used as the data collection tool in the pretest-posttest. As a result of the study, it was found that there was a statistically significant difference between the total scores of both school readiness and concept acquisition in favor of the experimental group. Based on the results, it can be asserted that early STEM activities supported preschool education program in school readiness and concept acquisition.Publication Restricted Mother–Child Interactions During Shared Reading With Digital and Print Books(Routledge, 2020) ÖZTÜRK, GÜLŞAH; Hill, SusanThis study explored the quality of interactions in mother–child shared reading with a print book and with an electronic book on an i-Pad. The study involved a Turkish mother and her 5-year-old son who were observed at home when reading the printed book Ay’ı kim çaldı? (Who stole the moon?) and its exact digital match. The shared book reading interactions were analysed in terms of (a) the amount of talk with the different book formats and (b) the content of the mother–child talk including the focus of the talk, expansion of ideas and behavioural-related talk. The results revealed that print book reading engaged the child in higher-level thinking compared to digital book reading. There was greater frequency of non-immediate talk in the print book reading compared to the digital book reading. Also, results suggested that the digital book encouraged more behaviour-related talk related to negotiating the book sharing routine.Publication Restricted The Parent-Child Relationship in the Digital Era: The Mediator Role of Digital Parental Awareness(Pergamon-Elsevier Science Ltd., 2024) TORAN, MEHMET; Kulaksız, Taibe; Özden, BülentThe parent–child relationship was extensively reshaped during the infusion of digital technologies into families’ daily lives. In this context, this research aims to investigate the relationship between the parent’s time spent with the child and the parent–child relationship when digital parenting awareness including negative and positive roles is taken into consideration. A cross-sectional survey research method was employed. The data was collected by demographic information form, Child-parent Relationship, and Digital Parental Awareness scales. The data was analyzed from 285 parents with 3–6 years old children. In order to test the hypotheses, the Hayes-Process model was employed to determine the mediating effects of sub-dimensions of digital parental awareness between parent’s time spent with the child and the parent–child relationship. The results revealed that being a negative digital role model, digital negligence, parents' effective use of technology, and protection from digital risks partially mediate the link between parent–child time and their relationship. An increase in negative role modeling and digital negligence are associated with a decrease in the positive parent–child relationship. Furthermore, parents’ efficient use of and protection from risks from technology affects the parent–child relationship positively.Publication Restricted Preschool Teachers' Views and Practices on Sexual Development and Education: A Case Study(Anı Publishing, 2023) Yalkılıç, Beyza; YAĞAN, SEVCANThis study aimed to examine the views and practices of preschool teachers on sexual development and education. The research was carried out with a case study design, one of the qualitative research designs, and the data were collected in the spring term of the 2019-2020 academic year. The working group consisted of 10 preschool teachers with5 years or more of professional experience working with 36-72-month-old children. A demographic information form, a semi-structured interview form, and a document review form were used to collect data. In the analysis of the research data, the descriptive analysis method was used for the interview data, and the content analysis method was employed in the document review form. According to the study results, preschool teachers did not have sufficient knowledge about the content of sexual education, children did not direct questions to their teachers about sexual development, and teachers did not encourage children to ask questions despite this situation. The study determined that only 28 of the 100 activity plans implemented by preschool teachers in the classroom included comprehensive sexual education topics.