The aim of this study is to define whether there are any differences in the visual-motor integration skills of 60-72-month-old children at low and high socio-economic status as regard the age factor. The study was conducted on a total of 148 children consisting of 78 children representing low socio-economic status and 70 children representing high socio-economic status in the city center of Edirne. In the study, the Beery-Buktenica Developmental Test of Visual Motor Integration (VMI-5th), which was developed by Beery-Buktenica (2004) and for which the studies of validity and reliability were made by Ercan and Aral (2011) after being translated into Turkish, was administered. It is reported that both the age and the status of being at low and high socio-economic status create a meaningful difference (p<.05) in the visual-motor integration, visual perception and motor integration of 60-72-month-old children at low and high socio-economic status and visual-motor integration mean score is higher for 66-72-month-old children and the children at high socio-economic status.

The aim of this study was to investigate visual motor integration skills in children with speech sound disorders compared with age-matched controls. Sixty-five children aged from 5 to 6½ years old (68% males, 32% females; M age = 5.4, SD = 0.5) participated in the study. Thirty-one of them had speech sound problems, and 34 were children without any problem in their speech. The Ankara Articulation Test for evaluating speech sound skills and the Beery-Buktenica Developmental Test of Visual Motor Integration with its supplemental tests of Visual Perception and Motor Coordination were used in the study. Visual Motor Integration, Visual Perception, and Motor Coordination scores of children with speech sound disorders were significantly lower than those of controls.

No abstract

Bu araştırma zorunlu eğitim çağını geçmiş olan engelli bireylerin günümüzdeki durumlarının incelenmesi amacıyla yapılmıştır. Araştırma nitel araştırma yöntemlerinden durum çalışması desenine göre planlanmıştır. Araştırma gönüllük esasına göre engelli yetişkin çocuğu olan yedi aile üzerinde yürütülmüştür. Araştırmanın verileri görüşme tekniği ile toplanmış ve araştırmada yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik ve betimsel analiz ile değerlendirilmiştir. Araştırma sonucunda; engelli bireylerin, engel derecelerinin orta ve ağır seviyede olduğu, geçmişte engelli bireylerin tümünün üniversiteye bağlı eğitim-rehabilitasyon merkezinden hizmet aldıkları, ailelerin çocuklarının eğitim süreçlerinde erişilebilirlik ve yemek hizmetlerinde sorun yaşadıkları, alınan eğitimin çocukların akademik, günlük yaşam ve sosyal becerilerine katkı sağladığı bulunmuştur. Ayrıca araştırmada tüm ailelerin çocuklarının geleceklerinden kaygı duydukları, bundan dolayı engelli bireylere yönelik bakım evlerinin kurulmasını istedikleri, engelli çocuklarının eğitimlerinin yaşam boyu yoğun bir şekilde devam etmesi gerekliliğine dikkat çektikleri ve çocuklarının rahatça katılabilecekleri sosyal etkinlikler düzenlenmesinin de önemli olduğunu ifade ettikleri belirlenmiştir.

The aim of this study is to analyse preschool children’s social problem solving skills and the factors influencing those skills. Study sample, designed in survey model, consist of 200 children (103 boys,97 girls) who attend preschools and kindergartens located in Marmaraereglisi district of Tekirdağ province and affiliated with the National Education Ministry. In the study, demographic data of the participants were collected with the General Information Form, and data on children's social problem solving skills were collected with the Wally Social Problem Solving Test. As a result of the research, it was concluded that age and pre-school education had an effect on children's social problem-solving skills, while gender, socio-economic status, education and job of parents, family type and number of children in the family were not.