Behavior regulation skills are associated with early academic skills in pre-school children in the studies. In addition to this, limited number of studies has been shown relations between behavioral regulation skills and early literacy skills; phonological awareness, matching images and pre-writing skills. The study aims at assessing the relation between phonological awareness, matching images and pre-writing skills which are early literacy skills and behavior regulation skills in preschool children with regard to age, gender, period of attending school, number of siblings.144 pre-school children, 68 of whom are girls and 76 boys, participated from Bursa central districts in the research. Results show that behavior regulation skills are associated with phonological awareness and pre-writing skills. When age increases, phonological awareness scores and matching images scores increase; according to number of siblings, there is a statistically significant difference pre-writing skills scores; period of attending school does not affect phonological awareness scores, matching images scores and pre-writing skills; there is a statistically significant difference between pre-writing scores by gender; the difference shows that girls’ pre-writing scores are higher than the boys’ pre-writing scores.
Öz: 21. yüzyıl, başlangıcından itibaren insanoğlunun geçirdiği üç büyük devrimden sonuncusu olan Bilgi Çağı’nın tüm dünyada etkilerini hissettirmeye başladığı bir dönemi de temsil etmektedir. Bu yeni döneme uyum/geçiş ihtiyacı eğitim politikalarının ve özellikle de okul öncesi eğitimin önemini daha da arttırmış, Bilgi Çağı’nın gereklerine göre yeniden dizaynını zorunlu kılmıştır. Ancak bu gelişmelere rağmen Türkiye’de okul öncesi eğitimde bütüncül ve etkili politikaların geliştirilmesi mümkün olmamıştır. Bu çalışmada, eğitimin ilk ve en önemli basamağı olan okul öncesi eğitimin Türkiye’deki durumu geçmişten günümüze incelenerek, yeni çağın da gerekleri ışığında politika önerilerine yer verilecektir.
In this study, the direct and indirect relationships of children’s self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children’s teachers. For determining the children’s self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children’s self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies.
The purpose of this study is to examine the validity and reliability of the Forgiveness and Forgiveness Probability Scales, developed by Rye, Loiacono, Folck, Olszewski, Heim and Madia (2001), in Turkey. This study included 180 women whose children receive education in high schools on the voluntary basis for the validity and reliability study of the scales. Confirmatory Factor Analysis (CFA) was applied to assess whether the structure of the 2factor and 15-item structure of the Forgiveness Scale and the single-factor and 10-item structure of the Forgiveness Probability Scale are verified. In the first CFA applied, items with a statistically insignificant t value were examined. According to this review, no material with an insignificant t value was found on both scales. When the coefficients showing the relationship between the observed variables and the factors of the model showing the factorial structure of both scales were examined, it was concluded that all the compliance indices were sufficient. Taking into account the compliance statistics calculated with the CFA, the previously determined single and two factor structures of Forgiveness Scale and Forgiveness Probability Scale are generally compatible with the collected data.
Attention deficit hyperactivity disorder (ADHD) which cause deterioration in functionality, is the most common neuropsychiatric disorder in childhood today. Attention Deficit Hyperactivity Disorder (ADHD), according to DSM-V, is defined with attention deficit, impulsivity and hyperactivity concepts (14). Attention deficit hyperactivity disorder has 3 main subtypes; the character dominated by lack of attention, the character dominated by hyperactivity-impulsive and related 3 more types. It is one of the most seen problems in Early childhood and childhood periods. Pre-school children with Attention deficit and hyperactivity disorder (ADHD), difficulties are experienced in diagnostics and education in Turkey. The aim of this study in this context is to discuss the causes, prevalence, treatment and the other related disorders of the character dominated by lack of attention (ADD) in Turkey. Writing was held on the basis of the study is only Attention Deficit Disorder. The conclusion has discussions, personal ideas and some advices.
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