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ÖzBu çalışmanın amacı Snoeren-Hoefnagels (2014) ADAPTATION OF THE PERCEIVED STRESS SCALE IN CHILDREN (8-11 YEARS) INTO TURKISH AbstractThe aim of the study is to adapt Perceived Stress Scale in Children (8-11 years) developed by Snoeren & Hoefnagels (2014) into Turkish based on a group students. 380 students from Denizli/Turkey participated in the study. The results of confirmatory factor analysis demonstrated that this scale yielded one factor, as original form ( 2 /sd=1,58, p>.001, RMSEA=.039, RMR=.03, GFI=.98, AGFI=.96, CFI=97). Corrected item-total correlations ranged .34 to .54. The Cronbach alpha internal consistency coefficient of the scale was .76 and test-retest correlation was .71. Calculations for criterion-related validity of Perceived Stress Scale in Children (8-11 years) were found to be significantly (r=.46, p<.01) positive related to depression. These results demonstrate that the Perceived Stress Scale in Children (8-11 years) is a valid and reliable instrument.

I S S N : 1 3 0 8 -7 1 7 7 C i l t / V o l u me : 3 2 0 1 4 -3 S a y ı / I s s u e : 2 K ı ş / Wi n t e r 2 0 1 4 U l u s l a r a r a s ı H a k e m l i D e r g i I n t e r n a t i o n a l R e f e r e e d J o u r n a l

In this study, the effect of science and research ethics course on preschool teacher candidates’ possible plagiarism behaviors was examined. Fifteen teacher candidates were asked to prepare a written assignment (pre-test) before the start of the course. Similarly, a second written assignment (post-test) was taken at the end of the course which took approximately 12 weeks. Both assignments received from teacher candidates were evaluated in two similarity/plagiarism software programs and the similarity rates of each student's homework were calculated as a percentage. The Wilcoxon Signed Ranks Test was used to test whether there was a significant difference between these percentage scores in terms of pre-test and post-test. In addition, teacher candidates’ pre-test and post-test assignments were subjected to document analysis in the context of the matches determined by similarity/plagiarism software programs. According to the findings of the study, it was seen that science and research ethics course could have an effect on possible plagiarism behaviors of teacher candidates. The findings of the study were discussed regarding similarity/plagiarism software programs, course period and literature. Suggestions were made to help teacher candidates and to those who are concerned about avoiding unethical practices.

Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children's lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.

The present study is conducted to examine how foreign language education may affect preschool children's native language development. The study was carried out with 70 children who were 48-60 months-old and attending a public preschool in Alanya, a district of Antalya, in Turkey. The Solomon Four-Group Design was used. Children’s native language skills were assessed via the Turkish Early Language Development Test (Tedil-3) and the experimental process took 8 weeks. Mann Whitney U and Wilcoxon Signed Ranks Tests were used in the analysis of the data as the data did not show normal distribution. After determining the effect of the experimental procedure, the children included in the control groups were subjected to the same experimental procedure for 8 weeks under the “right to benefit from the experiment process” which has never been applied before in any studies in Turkey. The findings were discussed within the framework of the literature and various suggestions were presented.

* Bu makale Ceyhun Ersan'ın Şükran Tok danışmanlığında yürüttüğü "Okul öncesi dönem çocuklarının saldırganlık düzeylerinin duygu ifade etme ve duygu düzenleme açısından incelenmesi" başlıklı doktora tezinden üretilmiştir.