The purpose of the research is to investigate when young children develop brand awareness by means of using some clues. A total of 66 children, aged 3-5, attending a preschool participated in the research. Individual interviews were performed to investigate children's brand awareness. In line with this purpose, the brand logo, brand character and 41 flashcards containing some photos belonging to the product packaging of the brand were presented to the children. The children were instructed to say the name of the brand and the product it belonged to after looking at the photos on the cards. The results of this research showed brand awareness in children as early as 3 years old. Even 3-year-old children remembered both the brand and the product after seeing the brand's logo, packaging and character. The young children, however, had more difficulties in remembering the brand's name, and most of the time, they remembered the product but not the brand's name correctly. While the age of the children was an important predictor of brand awareness, the effect of gender was not significant. There were differences in the variety of brands that were remembered by the female and male children. Brand awareness showed an increase in direct proportion to age.

İlkokulun başlangıcında çocukların matematik bilgisi arasında farklar mevcuttur. Bu farklılık okul öncesi dönemde çocukların maruz kaldıkları ev öğrenme çevresi ve okul öncesi eğitim kurumunda yaşadığı deneyimlerden kaynaklanmaktadır. Hem ev hem de okul ortamında çocukların erken matematik öğrenmelerinde yetişkinlerle olan deneyimlerini anlamlandırmalarını sağlayacak matematiğe dair konuşmalar gerçekleşmektedir. Bu çalışma, matematik konuşmalarını ev ve okul bağlamında ele alarak araştırmacılara bütünsel bir çerçeve sunmaktadır. Çocukların sahip olduğu matematik becerilerini yordadığı vurgulanan matematik konuşmaları, çocukların matematik eğitiminde ortaya çıkan dezavantajlı durumları ortadan kaldırmaya yönelik bir yol olarak ele alınabilir.

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The early experiences of children play an important role in their mathematical skills. The purpose of this study is to explore home math environment and math talks of preschool children with low and middle socioeconomic status (SES) in their daily life. The participants of the study consisted of 14 children (45-76 months) with low and middle SES and their parents. The home math environments of the children were examined based on the materials at home and the home math activities with their parents. In addition, the natural conversations of children with their parents were recorded and their math talks were analyzed. The findings showed that the number of materials that support mathematics learning in the children's homes with low SES children is less than children's with middle SES. The homes of children with low and middle SES parents' home math activities diversified in terms of the frequency and the types. In addition, parents and their children produced math talks in various categories such as counting, classification, comparison, ordering, spatial perception, operation, measuring and one-to-one corresponding during daily conversations. In all categories, parent-child dyads with middle SES produced more math talks than those with low-SES. SES is an important factor that should be taken into account in parental support to children's math development.

In this case study, it was examined the nature of mother's maths talk in the conversations with their children and the changes in mothers' maths talk in case of enriching the home maths environment through home based training activities. The naturalistic interactions between seven mothers and their preschool-aged children were recorded two times before and after the eight-week training activities. Training activities included the discussion sessions about children's maths development in early years and mothers' conducting maths activities with children in daily life. Findings from this research reveal that mothers' conversations with their children contain many words related to various mathematical skills. The research has also shown that some kinds of activities such as puzzle and cooking support the probability of emerging maths talk. Moreover, it was found that the amount and quality of mother's talk about mathematical concepts and skills increased after the home visits including training activities.

Bu araştırmada tablet bilgisayarların okul öncesi eğitimde destek materyali olarak kullanılması incelenmiştir. Araştırmanın amacı, tablet bilgisayarların okul öncesi eğitimde, sınıfta kullanımı sırasında ortaya çıkan sorunları belirlemek, bu sorunlardan yola çıkarak etkili kullanım ilkeleri oluşturmaktır. Araştırma nitel araştırma yöntemlerinden durum çalışması (case study) ile desenlenmiştir. Katılımcı gözlem, görüşme ve video kaydı ile veri toplanmıştır. Tablet bilgisayarların okul öncesi eğitimde motivasyonu ve etkileşimi arttıran, çocuk merkezli eğitimi destekleyen bir materyal olduğu bulunmuştur. Araştırma Adana ili Çukurova ilçesinde bulunan bir anaokulunun bir sınıfında 5-6 yaş grubundaki 34 çocuk ve bir öğretmen ile yapılmıştır. Araştırma sonucunda eğitimde tablet bilgisayarın kullanımı hakkında öğretmen ve çocukların olumlu düşüncelere sahip oldukları ve çocukların gelişiminde olumlu yönde etkileri olduğu sonucuna ulaşılmıştır.

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BackgroundCoronavirus disease 2019 (COVID-19) pandemic which promotes social distance and hygiene measures affected children’s social life and mental health. Very little is currently known about how the pandemic changed the children’s family relations and plays. The aim of this study is to reveal the impact of the COVID-19 pandemic on family relations and young children’s play behaviors.MethodsFocus group interview was conducted with five mothers of 36 month-old children. Data were analyzed using content analysis.ResultsAnalysis revealed three main themes that (i) understanding the COVID-19, (ii) reflections of the COVID-19 outbreak on the family relations, (iii) reflections of the COVID-19 outbreak on the children’s play and play materials. Children had knowledge about COVID-19 with exposure to news and changing home routines and from explanations of family members. Pandemic restrictions had positive and negative impacts on the family relations. Satisfaction from parenting, being together with family members and children’s receiving more input from their parents and environment were evaluated as positive impacts of pandemic restrictions while parents’ feeling psychologically overwhelmed, children’s exposing oppressive behaviors and having developmental regression reflected to the family relationships negatively. Children’s plays included many concepts related to COVID-19. They experienced the restriction of their outdoor play and bringing some equipments for parks to provide hygiene. There was an increase in screen interaction and the number of toys. Children who deprived from their peers learned how they can interact and play with their peers without any contact.ConclusionsPandemic outbreak had a wide range of negative and positive consequences on family life practices, parents’ emotional well-being, children’s play patterns. These findings can help find effective ways to conserve and promote children’s and their families’ health in pandemic and recovery process.