We examined the factors related to predicting cyberbullying behavior in adolescents, specifically demographics and the use of information and communication technologies. The study participants were 417 adolescents attending high school in Kırşehir, Turkey. We used an individual
information form and a cyberbullying scale to collect information and found that 149 (35.7%) of the adolescents had cyberbullied others at least once. Hierarchical regression analysis showed in Step 1 that age, gender, grade, father's age, and family income were significant factors predictive
of cyberbullying, and in Step 2 that owning a computer rather than just having access to one in a public library or Internet cafe, parental control of use of the Internet, and previously being bullied on the Internet were significant predictive factors. Based on these findings, we propose
that effective strategies for the prevention of cyberbullying are parental supervision of adolescent use of information and communication technologies, education for parents and teachers, and offering information technology communication (media) literacy courses in schools.
Okul öncesi eğitimde birçok eğitim yöntemi uygulanmaktadır. Bu eğitim yöntemlerinden biri de Montessori eğitimidir. Montessori eğitimi, çocuk merkezli olması, kullanılan materyallerinin özellikleri ve eğitim anlayışı ile çocuğun gelişimini desteklemektedir. Maria Montessori tarafından geliştirilen bu eğitim yaklaşımında çocuklar gerçek materyallerle birebir çalışmakta ve bu materyaller çocukların gelişim alanlarını desteklemektedir. Yapılan bu çalışmada Montessori eğitimi ve Montessori eğitiminin gelişim alanlarına etkisi incelenmiştir.
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