The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasized in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total 39 preschool teachers and 119 preschool children (55 girls and 64) boys from five public preschools were participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations bu using MPAC-R/S in order to assess child's abilities to express and regulate emotions. The results showed that children's emotional states were effective on teacher's relationship perception, and that teacher's emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children.

This study aims to evaluate the effects of "Classroom Management Training Programme" on preschool teachers' teaching styles regarding classroom management practices and children's behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-testintervention-post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semi-structured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group's children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.selected from the schools in İzmir by convenience sampling method. In this quasiexperimental study with a pre-test-intervention-post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group's children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of "Classroom Management Training Programme" on preschool teachers' teaching styles regarding classroom management practices and children's behaviors in the classroom atmosphere. For this study, thirty teachers were selected from the schools in İzmir by convenience sampling method. In this quasi-experimental study with a pre-test-intervention-post-test design, data was collected thorough Teaching Style Rating Scale (TSRS), Classroom Atmosphere Rating Scale (CARS) and Semistructured Interview Form. According to the findings, the exprimental teachers performed better on problem solving, preventing misbehaviours, classroom management, and applying discipline. Children in in the experimental group were more positive, cooperative and adoptive rather than disruptive compared to control group's children in the classroom atmosphere. Moreover the teachers expressed that they preferred more to use preventive and supportive approach rather than restrictive approach to cope with undesirable behaviors.This study aims to evaluate the effects of "Classroom Management Training Programme" on preschool teachers' teaching styles regarding classroom management practices and children's behaviors in ...

It is frequently stated that stereotypes and cultural values about gender roles are effective in children's adoption of sexual identities, shaping of their emotions, thoughts, and behaviors in ac cordance with their sexual identities and the construction of their gender roles. By creating learning environments where roles that will satisfy the needs of modern life developed independently from gender stereotypes, preschool teac hers can help structuring perceptions of children on gender equality. In this context, it is considered that preschool education program should be enriched with educational materials and activities to improve a point of view related to gender equality in early childhood period. In this research, it is aimed to investigate the effec ts of educational activities and materials for gender equality on the gender stereotypes of children in preschool period. The research was c onducted as an experimental field study with experimental and control groups. The study group consists of 84 children aged 5 in an independent kindergarten in İzmir. It was found that there was a significant difference between the posttest scores of the experimental and control groups in terms of tasks/jobs, professions, toys, games, hobbies and emotions after the implementation of the education program supporting gender equality.

The researches on the understanding of social gender stereotypes among children has so far been mainly focused on professions, game, toys and colors, which leaves out a wide range of fields of focus that could be studied. In this context, this research aims to examine whether 5-year-olds have social gender stereotypes in terms of professions, hobbies, games, toys, colors, emotions and tasks/chores and explore in which dimensions these stereotypes are more frequently observed. The participant group of this research consists of 91 children who attend an independent kindergarten in Izmir province. We choose to conduct our study in line with descriptive survey method; and for data collection, we utilize "Gender Stereotype Measurement Tool" designed by Şıvgın and "Gender Stereotype Child Interview Form" which was created by researched working in the field. The result indicated that children have stereotypical perceptions about gender regarding professions, roles, hobbies, emotions, attributions, colors, game and toys.

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