Child abuse and neglect have a potentially deleterious impact on children's physical, social, and psychological development. Preschool teachers may play a crucial role in the protection, early detection, and the intervention of child abuse and neglect, as they have the opportunity to establish a close contact with the families and to observe day-to-day changes in pupils' behavior. The main purpose of this study is to investigate preschool teachers' experiences and characteristics in relation to their awareness of possible child abuse and neglect signs. A questionnaire survey was designed and administered to 197 preschool teachers who work for the public preschools in the Izmir province of Turkey. In addition to the questionnaire items, a 34-item Likert-type scale measuring the level of familiarity with possible signs of child abuse and neglect was developed. This scale had an internal consistency of 0.94. The results revealed that 10.65% of preschool teachers had training regarding violence against children and 2.03% of them had training in child abuse and neglect. Overall, 35% of all teachers reported that they had prior experience with pupils who were exposed to child abuse and neglect. Moreover, statistical analyses indicated that being a parent and having training in child abuse and neglect, having experience with maltreated children, and having higher job status were significant factors in preschool teachers' ability to recognize the possible signs of child abuse and neglect. Our results support that teacher training in child abuse and neglect can play an important role in preschool teachers' awareness of the possible signs of child abuse and neglect.

In Turkey, preschool education teachers take courses on material development during their university education, and as such are expected to prepare materials to meet children's interest and needs and enrich their learning environment. This study aims to reveal preschool education teachers' views on material development courses and the effects of these courses on preschool education teachers' professional lives. The participants in this qualitative study were 19 serving preschool teachers, who had taught in an MEB-affiliated kindergarten. In this study, an interview form was created by the researchers as the data-gathering tool. The interviews were conducted with teachers. After data gathering process, the content analysis was applied to the collected data. According to the results of the study, which is aimed to reveal preschool education teachers' views on material development courses and the effects of these courses on their professional lives, the preschool teachers recognized the importance of material development in preschool education and considered material development courses as significant within the teacher education program. In this context, teacher education programs should include material development courses. The study also reveals how material development reflects on the preschool teaching profession.

No abstract

No abstract

Erken çocukluk yılları, çocukların temel hareket becerilerini geliştirmesinde ve yeni edinilecek motor becerilere temel oluşturması açısından kritik bir öneme sahiptir. Çocuklar, bu süreçte motor becerilerini geliştirecek oyun ortamlarına ihtiyaç duymaktadırlar ve oyun aracılığıyla büyük ve küçük kaslarını aktif bir şekilde kullanmaktadırlar. Bu dönemde çocuklara, motor becerilerini kullanma fırsatlarının verilmemesi, çocukların motor performansını olumsuz bir şekilde etkileyebilmekte ve daha karmaşık motor becerileri öğrenmeye karşı isteksiz davranmalarına neden olabilmektedir. Riskli oyunlar da yoğun fiziksel hareket içeren oyunlar olması nedeniyle, çocukların motor becerilerini geliştirmelerine olanak sağlayan geniş, güdüleyici, dinamik ve ilgi çekici bir alan sunmaktadır. Riskli oyun aracılığıyla çocuklar, kaba ve ince motor becerilerini, denge, koordinasyon ve beden farkındalıklarını geliştirmektedirler. Bu çalışmada da riskli oyunların çocukların motor gelişimlerini desteklemede nasıl bir rol oynadığını belirlemek hedeflenmiştir. Bu bağlamda, alan yazında yer alan riskli oyunla ilgili güncel çalışmalar derlenmiş ve riskli oyunun erken çocuk dönemindeki önemi tartışılmıştır. Ayrıca, çalışmada, riskli oyunlar ile motor gelişim arasındaki ilişki incelenmiş ve riskli oyunların yaygınlaştırılmasına ilişkin önerilerde bulunulmuştur.

This study aimed to adapt the Narrative Assessment Protocol (NAP), which was developed to evaluate the narrative skills of children aged 2–7, to Turkish culture and laguage for preschool children. The study group of the research consisted of a total of 247 children, 128 males,– and 119 females, aged 36–66 months, who attended independent kindergartens in the Konak district of Izmir city center during 2018–2019 academic year. Denver II Developmental Screening test was used to determine the children with normal developmental characteristics in the formation of the study group. Narrative Assessment Protocol and a family information form were used as data collection tools. Exploratory factor analysis (EFA) and confirmatory factor analysis were used to test the construct validity of the data. For reliability, Cronbach's alpha and Test-retest reliability were used. ANOVA analysis was used to examine the difference between the scores of the children. EFA results showed that the protocol had a 3-dimensional structure. The Cronbach's alpha value of the Narrative Assessment Protocol was found to be .75. Test-retest reliability was calculated separately for factors and for the first factor it was .75, for the second factor it was .72, and for the third factor it was .69. The data obtained from children through the narrative evaluation protocol were found to be valid and reliable at an acceptable level. In addition, age had a significant effect between the children who were above and below 52 months of age, while gender was not significant (p<0.05). It has been concluded that the interaction effect of age and gender was not significant.

Bu araştırma okul öncesi dönem çocuklarının yapılandırılmamış materyallerle anlattıkları hikayelerin içeriğini incelemek için yapılmıştır. Çocukların anlattıkları hikayelerin içeriğinin incelenmesi amacıyla durum çalışması kullanılmıştır. Araştırmaya 36-66 ay grubundan 18 çocuk katılmıştır. Veri toplama aracı olarak içinde çeşitli yapılandırılmamış materyallerin bulunduğu "Sürpriz Kutu" kullanılmıştır. Veriler görüşme tekniği ile toplanmıştır. Araştırmaya katılan 18 çocuktan 11'inin hikayeyi bitiremediği ve bir hikaye örgüsü kurgulamadığı görülmüştür. Anlatılan hikayelerde yaş ile hikaye karmaşıklığı arasında bir ilişki olduğu saptanmıştır. Ayrıca aynı sürpriz kutu içeriği kullanmalarına rağmen çocuklar hikayelerini farklı bir tema etrafında oluşturarak, kendi cinsiyetleriyle özdeşleşen hikaye içeriği anlatmışlardır.

No abstract