In this study, which aimed to investigate the pre-service teachers' awareness levels regarding the signs of physical abuse in children, the sample included 173 subjects from the department of Early Childhood Education, 241 from Elementary Education, 221 from Social Studies Teaching and 129 subjects from the department of Turkish Teaching for a total of 764 pre-service teachers at the Faculty of Education. To collect data, a general information form including demographic characteristics of pre-service teachers and "Physical Abuse Signs Rating Scale" developed by Erol (2007) were used. According to the findings, the difference between Physical Abuse Signs Rating Scale's states, behavioral characteristics and parent behaviors subtest scores according to pre-service teachers' gender, field of study and years of study was not statistically significant whereas the difference between the state and behavioral characteristic scores according to pre-service teachers' educational status regarding child neglect and abuse was found out to be significant.Keywords: child neglect and abuse, physical abuse, pre-service teachers Extended AbstractPurpose and Significance: Physical abuse is the physical damage and deterioration of the integrity of children's body by the people who are responsible for caring for them (Polat, 2007;Yolcu, 2009;Wood & Ludwig, 2010). Physical abuse is a problem emerging primarily within the family environment; however, in the process it also manifests itself in other environments responsible for the care of children. As the children spend most of their time at school, apart from the time spent at home, school setting is important in that it provides opportunity for the teachers to identify child abuse and prevent it (Baginsky). It is crucial for the teachers, who have a subsidiary role in the lives of children, to develop awareness regarding abuse phenomena in the sense of protecting children (Goldman, 2005;Walsh, Bridgstock, Farrell & Schweitzer, 2005). On the other hand, teachers should be pre-service trained to qualify the needs to deal with child neglect and abuse in order to learn preventive issues and develop their professional skills and knowledge. From this point of view, the study aimed to investigate the pre-service teachers' awareness levels regarding the signs of physical abuse in children. Methods:This study, which is descriptive and follows the principles of a survey design, encompasses a population including 904 pre-service teachers who were either in their first or fourth years at Afyon Kocatepe University, Faculty of Education. Since the population size is not considerably large, the researchers decided not to do some sampling; thus, the population is also assumed to be the sample of the study because of its convenience. 140 pre-service teachers were left out since they were not willing to participate. In the end, the sample included 173 subjects from the department of Early Childhood Education, 241 from Elementary Education, 221 from Social Studies Teaching and 129 subjects from the dep...
This study was conducted to examine and determine if teacher candidates' assertiveness levels differ in terms of their moods, gender, age, department, family type, birth order and perceived communication level with their friends. The study sample consisted of 465 4 th year classroom teacher candidates attending Afyon Kocatepe University, Education Faculty in the 2017-2018 academic years. The data collection instruments of the study were the Personal Information Form designed to get information about the participant teacher candidates, the Voltan Acar Assertiveness Scale (Voltan Acar & Öğretmen, 2007) administered to assertiveness levels of the participant teacher candidates and the Facial Expressions Form (Thayer & Schiff, 1969) so as to specify the participant teacher candidates' moods. Considering the results of Kolmogorov-Smirnoff normality test, the data which displayed a normal range was analyzed with independent samples t-test and One Way Anova was used. For the groups that did not display a normal range, Mann Whitney U and Kruskal Wallis H Test were used. To the study results, there was a meaningful difference between teacher candidates' assertiveness levels and their ages, departments, family types, communication styles and moods; no statistically significant difference was found between their assertiveness levels and their genders and birth orders.
The aim of this study was to investigate the effect of puzzles on preschoolers’ developmental areas. Two classes were chosen randomly among all the classes at an elementary school: one class (with 14 children) as the control group and one as the experimental group (again with 14 children). The data was collected by means of a ‘Demographic Information Form’ and a ‘Preschool Developmental Evaluation Form’ that measures children´s developmental characteristics. Since the children’s scores in ‘Preschool Developmental Evaluation Form’ did not show normal distribution, Mann-Whitney U Test was used to analyze the data. We could not find any significant difference between the pretest and posttest mean scores in both groups. However, the experimental group’s post-test mean scores were found to be higher than mean posttest scores of children in the control group. These results suggest that puzzles as instructional materials can be effective in supporting children’s developmental areas.
This study aimed to investigate the effect of puzzles on the fifth graders' learning attitudes. Fifth graders showing normal developmental characteristics from a randomly selected elementary school were included in the study. Two classes from the selected elementary school were selected using random sampling and one of them was assigned as the control while the latter was named as the experimental group. A total number of 48 volunteered children (24 in the control and 24 in the experimental) showing normal developmental characteristics consisted the study group. "Demographical Data Form" and "Learning Attitudes Scale" developed by Unal-Coban and Ergin (2008) were used in the study. Data were analyzed using independent samples t test and two way ANOVA test both of which are parametric tests. According to the findings derived from the Learning Attitudes Scale pretest-posttest mean scores of the students both in the control and the experimental group, it was found out that the implementation with puzzles was effectual (η2=0.575, p<.000) in the learning attitudes of the children.
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