Öz AbstractThe objective of this research is to investigate the psychometric properties of Traditional Motherhood Scale developed by Dr. Whatley and Dr. Knox in 2004 for Turkish mothers with children aged 3-6. For this purpose, the validity and reliability analyzes of scale were made and scale raw scores, z and T-scores were calculated. The sample of the study included 267 mothers. According to research findings; The Turkish version of languages validity index scale was found to be 0.785. With respect to the confirmatory factor analysis; load factor for the traditional role of motherhood hidden variables ranged between .47-.77. Standardized regression coefficients belonging in scale model and all the roads in the model were found statistically significant. The 2 value of scale was 239.278, it's 2 /sd value was 1.772, RMR value was .099, GFI value was .909, AGF value was .885, NFI value was .901, CFI values was .954 and RMSEA value was .054. Calculated Cronbach coefficient in order to determine the reliability of scale was .935, Spearman Brown coefficient was .852 and test-retest reliability coefficient was .878. Obtained all these findings support that the Traditional Motherhood Scale is a valid and reliable scale to Turkish mothers with children aged 3-6. The scale is expected to be contributed to many studies which are on family, parents and children in Turkey.
It is acknowledged that, of the math skills, the number skills are the most significant factor which affects math achievement in the forthcoming grades. Thus, it is critical to support the development of number skills early in life. The present study examines whether supplementing a global curriculum with the Big Math for Little Kids (BMLK) affects the growth of children's number skills. Pretest-posttest experimental design was used. Seventy-seven kindergarten children (38 experimental; 39 comparison) participated in the study. For six weeks, children in the experimental group were exposed to the Ministry of National Education (MoNE) program plus the BMLK while those in the comparison group only experienced the MoNE program. Children's number skills were measured by the Anatolian Early Childhood Mathematics Skills Scale (ANOMAT). Findings indicated that children who were exposed to the global MoNE curriculum supplemented with the BMLK had greater gains than did those who experienced only the MoNE curriculum. The results indicate that a global curriculum supplemented with a skill-based curriculum has a positive impact on children's number skills.
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