This study investigated the effects of Montessori Training Program for Mothers (MTPM) on math and daily living skills of Montessori children ages 4 to 5 years old. Sample of the study included 19 Montessori pre-schoolers (8 and 11 children in experimental and control group respectively) who enrolled at an applied kindergarten affiliated to a university at Konya in 2016-2017 school year. Verified to be a reliable and valid measure for Turkish children, two subtests -Mathematics (MATH) and Daily Living Skills (DLS) -of the Basic School Skills Inventory 3 (BSSI) were used to collect data. Tests were administered to the students as pre-test, post-test and follow-up test by their teachers. MTPM was administered to the mothers in the experimental group for 12 weeks-36 hours in total while control and experimental group children continued their Montessori education. Four weeks after the program was completed, BSSI-3-MATH and BSSI-3-DLS tests were re-administered as follow-up test. Mann Whitney U test and Wilcoxon Signed-Rank Test were used for the analysis of the study data. A comparison between the post-test mean scores of the experimental and control group showed a significant difference (p <.05) in math skills favoring the experimental group; no difference was found in pre and post-test scores in daily living skills (p>0.5). No significant difference was noted between the post-test and follow-up mean scores that experimental group children obtained on BSSI-3-MATH and BSSI-3-DLS, which showed that program gains were maintained.
Designing scales for preschool children in order to promote their foreign language acquisition is a complex struggle that likely involves efforts at many stages within the process of early childhood education. There is a wide range of options currently being considered for how to best measure children's foreign language learning. The use of scientifically validated language scale is regarded as an important method. Despite a large body of evidence in terms of reliable indicators of foreign language acquisition in preschool children, there has not been a standardized, quick, easy, functional and life-based scale. The purpose of the present study was to develop a valid and reliable "Life-Focused Foreign Language Acquisition Scale" (LFFLAS) for the evaluation of foreign language proficiency of preschool children who are 50-74 months-old. The study was conducted in the general survey model. 120 children from private kindergartens affiliated with the Konya National Education Directorate participated in the study. Findings related to the construct validity of the scale were obtained by factor analysis method. Based on Tetrachoric Factor Analysis, 4 sub-dimensions were found. Findings related to the reliability of the scale were obtained with the KR 20 (internal consistency) and score invariance techniques. The findings of the study revealed that the reliability coefficients related to internal consistency and score invariance of sub-scales related to LFFLAS were sufficient and the scale is valid and reliable in measuring preschool children's foreign language acquisition. There were significant differences in the sub-scales of the scale depending on gender and age variables.
The purpose of this study is to perform the validity-reliability analysis of the three subtests of Basic School Skills Inventory 3 -Mathematics, Classroom Behavior and Daily Life skills -and do its adaptation for four to six year-old Turkish children. The sample of the study included 595 four to six year-old Turkish children attending public and private schools. The schools were selected from among the central towns of the province Konya based on random sampling method considering the social-economic conditions. For the reliability of the subtests of the Basic School Skills Inventory -that's Mathematics, Classroom Behavior and Daily Life and Skills -analyses were made to determine the internal consistency (Cronbach's Alpha), split-test reliability and test-retest reliability coefficient. The validity of the inventory was measured using construct, content and concurrent validity. The results showed that the Basic School Skills Inventory -Mathematics, Daily Life and Classroom Behavior Skills -was a reliable and valid instrument for Turkish children aged four to six years.
This study was conducted to determine whether the ‘Spoken Language’ and ‘Reading–Writing’ forms of the Basic School Skills Inventory-3 Edition had validity and reliability characteristics acceptable for Turkish children aged 48–72 months old. The sample of the study included 244 children selected through the simple random sampling method. Exploratory factor analysis (principal components analysis) was conducted to determine the construct validity of the tests. The fit index was tested with maximum likelihood confirmatory factor analysis. Reliability of the test was ensured using internal consistency coefficient and split-half test. Cronbach’s alpha reliability coefficients of the forms were calculated to be 0.95 and 0.97. Analysed for its adaptation into Turkish, the BSSI-3 Spoken Language and Reading–Writing forms were a valid and reliable assessment tool for Turkish children aged 48–72 months old. Keywords: Spoken language, reading–writing, validity and reliability.
It was the aim of this study to follow-up for 2 years the mathematics and daily living skills of children whose mothers participated in the Montessori training programme for mothers (MTPM) and to determine whether the children still maintained these skills 2 years after the intervention. In 2016–2017, the MTPM was administered to the mothers of 4–5-year-old children who received Montessori education at preschool. The first follow-up was carried out 6 months after the training programme was completed; the second follow-up took place 6 months after the first follow-up and the third one was carried out12 months after the second follow-up. Eleven children included in the study group in the 2016–2017 school year were all reached. ‘Basic School Skills Inventory 3 – Mathematics and Daily Living Skills subtests – Age 4–8 years’ were used for data collection. The data were provided by the teachers. Statistical analysis of the data was carried out using Wilcoxon’s signed-rank test and Statistical Package for the Social Sciences 20.0 data analysis package programme. The results showed that the MTPM maintained its effect on mathematics and daily living skills of the experimental group children 24 months after the implementation of the programme. Keywords: Montessori training programme for mothers, mathematics, daily living skills.
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