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Öğe 4 yaş çocuklarının kavram edinimlerinde oyuncak odaklı ev eğitim programının etkileri(İnönü Üniversitesi / Sosyal Bilimler Enstitüsü / İlköğretim Bölümü / İlköğretim Anabilim Dalı, 2008) Şahin, SedaBu araştırma 4 yaş çocuklarının kavram edinimleri üzerinde Oyuncak Odaklı Ev Eğitim Programının etkilerini araştırmak amacıyla yapılmıştır. Araştırmanın örneklem grubunu, Malatya il merkezinde yaşayan, alt-orta-üst gelir düzeylerindeki aileler ve bu ailelerin 4 yaşındaki (37-48 ay) çocuklarından oluşan 30'u deney, 30'u kontrol grubu olmak üzere toplam 60 aile ve çocuk oluşturmaktadır. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilmiş olan ?4 Yaş Çocukları İçin Kavram Edinimi Aracı? kullanılmıştır. Aracın ön kısmında, çocuğun ailesiyle ilgili demografik bilgiler yer almakta ve ikinci kısmında ise 6 alt testten oluşan, kavram edinimine ilişkin ölçme maddeleri yer almaktadır. Bu aracın bir uygulama yönergesi ve bir de bu yönergeyle birlikte uygulamada kullanılan oyuncakların yer aldığı oyuncak çantası bulunmaktadır. Araç, araştırmacı tarafından çocuklarla çalışılarak doldurulmuştur. Araştırmada öncelikle, deney ve kontrol gruplarına ön test uygulanmıştır. Bu uygulamadan sonra deney grubunda yer alan çocukların ailelerine, araştırmacı tarafından hazırlanmış olan 8 haftalık ?Oyuncak Odaklı Ev Eğitim Programı? verilmiş, kontrol grubuna hiçbir işlem uygulanmamıştır. Sekiz haftalık eğitimin sonunda her iki gruptaki çocuklara son test uygulanmıştır. Yapılan bu araştırmanın istatistiksel sonucunda, Oyuncak Odaklı Ev Eğitim Programının uygulandığı deney grubu çocuklarının puanlarının, kontrol grubu çocuklarına göre anlamlı derecede yüksek olduğu sonucu ortaya çıkmıştır. Hazırlanmış olan bu programın, çocukların kavram edinimleri üzerinde etkili olduğu sonucuna varılmıştır. Değişkenlerden, aylık gelir, cinsiyet, ailede yaşayan birey sayısı, annelerin eğitim durumu ve annelerin çalışma durumlarına göre oyuncak odaklı ev eğitim programının etkileri farklılaşmamaktadır. Anahtar Kelimeler: Kavram, kavram edinimi, oyuncak, oyuncak odaklı eğitim, aile eğitimi.Öğe An Investigation into the Perceptions and Stereotypical Beliefs of Preschool-Age Children Regarding Poverty(2024) Erhan, Gülseren; Şahin, Seda; Doğanay, GülşahThe perception of poverty among children in the process of socialization can be indicative of how society perceives poverty. Identifying this perception is crucial for developing different approaches to address poverty. Stereotypes related to poverty are another important aspect that draws attention. Stereotypes involve generalizing specific characteristics of one social group based on comparisons with another group. This study aims to determine preschool children's perceptions and stereotypes regarding poverty. The research method employed is qualitative, utilizing a case study design. Data was collected through drawings and semi-structured interviews with five-year-old children. Content analysis was employed for data analysis. The research findings revealed that children's perceptions of poverty can be grouped under four themes: financial situation, housing and sanitary conditions, health, and living spaces. Children's stereotypes about poverty emerged as "economic, health, physical, gender, and cultural-oriented stereotypes." In conclusion, it can be stated that children develop both perceptions of poverty and societal stereotypes related to poverty from an early age.Öğe Investigation of the Relationship between Parents' Awareness of Digital Parenting and the Effects of Digital Games on Their Children(2021) Akkaya, Sümeyra; Tan, Zeynep; Kapıdere, Metin; Şahin, SedaWith the changing living conditions and developing technology, digital parenting has become a noteworthy concept. Opening their eyes in a digital world, children have started to meet their needs such as games with digital games. The aim of this study is to examine parents' digital awareness levels and their views on the effects of digital games at an early age in terms of demographic variables. The quantitative research method was adopted in the study, and the model of the research is the factorial pattern, one of the multivariate designs that aims to reveal the effects of multiple independent variables together. The research group consists of 523 parents selected from the parents of children between the ages of 3-8, using the random sampling method. MANOVA was applied for nine dependent variables and five independent variables in the study. Result of the research, the digital awareness levels of parents differ only in the risk protection sub-dimension according to the number of children parents have. The digital awareness levels of parents differ only in the risk protection sub-dimension according to the number of children parents have. The digital awareness levels of parents differ significantly in the sub-dimensions of protection from risks, efficient use and digital neglect according to the independent variable of the type of game their children prefer to play. Parental awareness levels regarding the effects of digital games on their children at an early age show a significant difference according to the independent variables of the age when children start playing digital games and the type of game their children prefer to play. Parental awareness levels about the effects of digital games on their children at early ages differ significantly only in the social sub-dimension according to the age when children start playing digital games. Parental awareness levels regarding the effects of digital games on their children at an early age differ significantly according to the independent variable of the type of game their children prefer to play, with fun, physical, social and emotional sub-dimensions.Öğe A RESEARCH OF STUDIES CONDUCTED IN TURKEY REGARDING THE SOCIAL-EMOTIONAL ADJUSTMENT IN PRESCHOOL(2021) Şahin, Seda; Çalış Toktanış, NuranAbstract: The development progress of children in the preschool period is quite fast. In this period, they acquire social and emotional skills thanks to the support of their parents at home and preschool teachers at school. By means of the social skills acquired, children adapt socially both to the school and to their peers. Social-emotional adjustment is especially important for children's early socialization. This study aimed to determine the social-emotional adjustment of preschool children by examining the distributions of the research conducted in the body of literature in Turkey, according to the publishing types, models, working groups, issues, data collection tools, and data analysis methods. The research was prepared by examining a total of 32 studies including 21 masters’, three doctoral dissertations, and eight articles, which included the phrase "social-emotional adjustment " between 2006 and 2020, they were scanned in the YÖK thesis center, Google Academic and Ulakbim databases. Content analysis method was used in the analysis of the data. The analyzes conducted show that there were no studies on social emotional adjustment in the pre-school period in 2009 and 2011; researches are mostly done in scanning model; Although the study group was composed of children, mostly the data were taken from teachers and mothers; Among these studies, studies that associate the social emotional adjustment of children with parenting roles and intra-family relationships are predominant; It has been revealed that "Marmara Social Emotional Adaptation Scale” is used in 25 of these studies to determine the social emotional adjustment of children.
