There are previous studies in the literature conducted on the effect of play-based math activities on the mathematical skills, language, and cognitive development of preschool children. However, the number of studies conducted to determine the effect of play-based math activities on different areas of development in preschool children was too few. The purpose of this study is to investigate the effect of play-based math activities on different developmental areas (personal-social, fine motor, language, and gross motor development) of children 48 to 60 months of age. The pretest/posttest quasi-experimental research design with control and experimental groups was employed in this study. The research group of this study is composed of 45 children 22 of whom (10 girls and 12 boys) were in the experimental group and 23 (10 girls and 13 boys) in the control group. Denver II Developmental Screening Test was used as the data collection tool. As a result, it was determined that there was a significant difference between the subscales and pretest-posttest total scores concerning personal-social, fine motor, and language areas in the experimental group, while there was no statistically significant difference in the gross motor subscale. In addition, it was observed that there was statistically no significant difference between pretest–posttest scores concerning personal-social, fine motor, language, gross motor subscales and total scores of the control group. The result revealed that play-based math activities have a positive effect on personal-social, fine motor, language, and gross motor developments of children. Further studies can be planned to investigate the effects of play-based mathematics education integrated with different activities where children can have fun and be physically active on children’s developmental areas.
The aim of this research is to investigate the aggression types observed in class environment in preschool and primary schools and the strategies that teachers use in order to prevent aggressive behaviors in classes by variables like gender, seniority and socioeconomic level. 118 preschool teachers and 176 primary school teachers, a total of 294 teachers are involved in the research. A questionnaire prepared by the researcher was used in the study. Teachers stated that physical aggression is more common in preschool classes while verbal aggression is more common in primary school classes. In a comparison of schools' socioeconomic status, teachers working at schools with low, average and medium socioeconomic status stated that verbal aggression is the most common type of aggression in their classes. Upon examining strategies used as timely intervention means against aggression in classroom, it was determined that both preschool teachers in preschool education institutions and class teachers working at primary schools almost always use the methods such as "Encouraging mutual apology, reconciling, peacemaking", "Dialogue" and "Encouraging to place oneself in someone else's position", in other words empathizing. It can be said that teachers generally use positive conflict resolution methods in order to prevent aggression.
In order to minimize today's financial problems, it is needed to increase the literacy levels of individuals starting from their childhood. Consequently, considering the fact that financial literacy is more effective when it is taught in early ages, families of 5-6 year old children going to preschool institutions need to determine the points to take into account regarding financial management and saving awareness. Through this purpose, a structured interview form was used with families of 945 children, 498 of whom are girls and 447 of whom are boys. Frequency and percentage calculations and chi square test were used in analyzing the data. At the end of the research, it was determined that most of preschoolers had moneyboxes and few of them had saving accounts in banks and they received allowances. It was established that educational levels of families have great influence on children when they choose bank accounts or moneyboxes while socio-economical levels of families have influence on having a bank account. Majority of families stated that they try to set an example for their children on savings and ownership and they buy the stuff they children need, not they want. Likewise, most of the families stated that they try to teach their children how to trade economically and make a budget by going to markets and bazaars with them.
The main purpose of this study is to investigate the opinions of Turkish fathers about plays. The population of the study is composed of 183 fathers and 214 mothers who have 4-5 year old children. The responses given by fathers for each play-related question were evaluated by using frequencies and percentages. It is seen as a result of the research that fathers have positive opinions about plays and they consider them beneficial to communicate with their children. They also stated that their children were more eager to play with them. However, in contrast to the ideal way, fathers don't play the games they used to play when they were young..
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