Attending Preschool Education Research Articles

Development of Students' Critical Thinking Skills with STEM Activities in Early Childhood Science Education

This research examines how design-based STEM (Science, Technology, Engineering, and Mathematics) activities in early childhood affect the development of critical thinking skills in preschool children aged 60-72 months. The research was conducted using an action research design. The participants of the study were determined according to the purposeful sampling method. The researcher's participants consist of 15 children attending preschool education. In the study, the Critical Thinking Skill Rubric was used as a data collection tool. With this scoring key, the students' weekly work based on STEM activities was evaluated and their developments were monitored. The study was conducted with the implementation of 8 STEM scenarios. The data of the research were scored by two different scorers. Descriptive statistics were used in the analysis of the data. In the first week, it was determined that critical thinking skills were insufficient, but a significant improvement was observed in these skills during the application process. The research results show that the students enjoyed the STEM applications, their interest levels increased, and the problems experienced during the activity process decreased. Various suggestions have been presented based on the research results.

Investigation of the Relationship between Prosocial and Play Behaviors of 60-72 Months-Old Children Attending Preschool Education

This study was conducted to examine the prosocial behaviours and play behaviours of 60-72-month-old children attending preschool education and the relationship between these behaviours. For this purpose, the research was designed by adopting the correlational survey model. The sample of the study consisted of 300 children aged 60-72 months attending kindergartens in Turkey in the 2021-2022 academic year. "Penn Interactive Peer Play Scale-Teacher Form" and "Preschool Prosocial Behaviour Scale" were used in the study. It was determined that peer play behaviours differed statistically according to the variables of gender, age, parental education level, parental occupation, number of siblings, family income status and previous preschool education. Upon analyzing the prosocial skills of the children participating in the study, it was found that prosocial skills showed a statistically significant difference according to the variables of gender and previous pre-school education, but did not show a statistically significant difference according to the variables of age, parents' education level, parents' occupation, number of siblings and family income status. Another result of the study was that there was a positive relationship between children's prosocial behaviours and play interaction behaviours and a negative relationship between children's play disruptive behaviours.

The effect of the mathematics bag early education program

In this study, the effect of the Mathematics Bag Early Education Program (MAÇEP) on the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old preschool children was investigated. A quasi-experimental design with a pretest, posttest, follow-up test, and control group were used in the study. The study group consisted of 22 children attending preschool education and their parents. In the study, MACEP was applied to the experimental group in the form of 50 activities for 12 wk outside the preschool education program. Data were collected using the Early Mathematics Test (EMAT) and Parent Focus Group Interview Form. Mann Whitney U Test, Wilcoxon Signed Rank Test, Friedman Test and content analysis were used to analyze the data. At the end of the study, it was determined that MACEP effectively improved the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old children in the experimental group and the retention continued after the experimental period.

Social behaviour changes via mindfulness practices in early childhood

This study aims to investigate the effects of mindfulness practices on preschool children’s social behavioural development. The research was carried out with a total of 30 children, 13 of them in the experimental group and 17 in the control group, from the five-six age groups attending preschool education in two public schools in the 2021–2022 academic years. The purposive sampling method was preferred in determining the sample, and the design of the study was the quasi-experimental mixed method. In the study, Mindfulness Practice Toolkit (MPT), which was developed by the researcher, was used in the forms of observation, interview and anecdote as data collection tools during the practice processes. Besides, Pre-school Social Behaviour Scale-Teacher Form (PSBS-TF) was also utilized to examine the social behaviour developments of the participant children. The overall results of the investigation show an increase in positive social behaviours and a decrease in behaviours containing physical aggression and depressive emotion of participant children. Additionally, it was observed that children who participated in the mindfulness practice provided (/responded to) responses that include skills like identifying self-thoughts and feelings, controlling and accepting, determining behaviours upon the emotional state and establishing empathy and controlling negative behaviours.

Together but Alone: Belonging at Return back to School in the Post-Crisis

Aim of the research is to understand the experiences of children at school in the post-pandemic process and examine the belongings of children attending preschool education through the new normal period in the post-crisis. Phenomenological approach was used as a qualitative method. Aligned to this emphasis of the phenomenological approach, it is conducted to give meaning to the perceptions of young children through the concept of belonging regarding school in the new normal. The participants consisted of 12 girls and 12 boys aged between 65 and 78 months, mainly from middle-class backgrounds. Data was gathered via semi-structured interview form, including the questions about being at school in pre-pandemic, receiving distance learning during quarantine, and being at school during post-pandemic to reveal the experiences of children. As the last question of the interview, each child was asked to draw a picture about his/her school, friends, and the teacher. Findings of the study have identified with the phenomenon of “Play: Together but Alone”. Play is also a tool for children to feel a sense of belonging to school and creates opportunities for children to have social, emotional, and physical experiences with their peers. In the study, children's belonging to school has been explained based on "play" and discussed with the themes of social, emotional, and physical belonging.

Self-Regulation in Children Attending Preschool Institutions That Implement Different Educational Approaches

In recent years, there has been a rise in preschools adopting alternative educational approaches due to increased interest. Researchers have focused on how these approaches affect children's development. This study compares self-regulation in Montessori Preschool and preschools implementing the Ministry of National Education curriculum using a casual comparative research model. The sample includes 140 children aged 48-72 months from Montessori, private, and state preschools. Data was collected with a Personal Information Form and Preschool Self-Regulation Assessment measuring attention, emotion, and behaviour regulation. Montessori students exhibited higher self-regulation and positive emotion regulation. Six-year-olds scored higher in attention/impulse control. Young parents' children had higher self-regulation levels. Overall, self-regulation in the study group was high. The study discusses these findings in the context of existing literature and offers practical recommendations for future research.

Investigation of Moral and Social Rule Perceptions, Prosocial Behaviors and Emotion Regulation Skills of 60-72 Months-Old Children Attending Preschool Education Institution.

The present study was conducted with the aim of examining the relationships between the prosocial behaviors and emotion regulation skills of children aged 60-72 months attending pre-school educational institutions and their conceptions of moral and social rules. The sample group consists of 423 children (200 female and 223 male) aged 60-72 months and their families, selected among students attending kindergartens and pre-schools in Merkezefendi, Pamukkale, Tavas and Kale districts of the Denizli province using the Simple Random Cluster Sampling method in Turkiye. The "Preschool Children's Conceptions of Moral and Social Rules" scale was used to evaluate the conceptions of the children regarding moral and social rules while the "Prosocial Behavior Scale" and the "Emotion Regulation Checklist" were used to evaluate their prosocial behaviors and emotion regulation skills, respectively. The data were analyzed using the t-test and Pearson Product-Moment Correlation Coefficient (r) techniques. The study's findings revealed that a significant relationship between the variables of prosocial behaviors, emotion regulation and the conception of moral and social rules. The findings obtained from the analysis in this study were discussed within the scope of related studies in the literature and various suggestions were made for future studies within the framework of the conclusions reached.

Anne ve Babaların Çocuk Yetiştirme Tutumlarını Etkileyen Faktörlerin CHAID Analiziyle İncelenmesi

This research is on the relationship between mothers and fathers in child-rearing attitudes, and parents' child-rearing was conducted to examine the variables that affect attitudes. The research study group in the relational screening model consisted of the mothers and fathers of 324 children (n=648) 36-72 months old children attending preschool education institutions. The Parent Child-Rearing Attitudes Scale ((PAS) A form was used as a data collection tool in the study. Spearman-Brown Correlation Coefficient and CHAID algorithm, one of the decision tree algorithms, were used to analyse the data. As a result of the research, it was determined that democratic attitudes of mothers decrease and repressive-authoritarian attitudes increase as their over-tolerant attitudes towards their children increase; democratic attitudes of fathers decrease as their over-tolerant attitudes towards their children rise, and their democratic attitudes increase as their repressive-authoritarian attitudes increase. Again, it was determined that there is a positive and significant relationship between parents' child-rearing attitudes. It has been determined that the most important factors affecting the parenting attitudes of the parents are the birth order of the children, the education level of the mother, the education level of the father, the working status of the mother and the family structure.

Caries Experience in Preschoolers in Three Ecuadorian Communities.

Dental caries in the preschool population presents a significant challenge in the field of global public health, including Ecuador. Early detection of this disease is crucial for developing effective strategies for prevention and promotion of oral health, which can have a substantial impact on the quality of life of preschool-aged children. This study evaluated 600 children aged 3 to 5 years attending preschool education centers using the ICDAS II diagnostic criteria. The Student's t-test was used to analyze differences between the means of two independent groups. Additionally, an analysis of variance (ANOVA) was conducted to assess differences between the means of three or more groups. The prevalence of caries was 87%, with a dft index of 3.85 in the three provinces studied. A high treatment need was observed in 84.17% of the population. No significant differences in the DFT index were found based on gender, although both groups exhibited elevated values. No significant differences were observed in relation to province and environment. The second molar was the most affected tooth, with a caries prevalence of 58.8%. Despite the lack of significant differences among the evaluated variables, a high prevalence and experience of dental caries were found in the studied population.

English

The aim of this qualitative study is to investigate experiences of master’s students regarding children’s development of 21st century skills during preschool period in Türkiye. This is a phenomenological study. Purposeful sampling technique was applied in the forms of convenience sampling and criterion sampling. The data for this study was collected from four preschool teachers who were also master’s students attending the Department of Preschool Education at a university in ?zmir, Türkiye during spring 2021-2022. The data were collected through a Demographic Information Form and an Interview Form. Face-to-face interviews were conducted with the participants using a semi-structured interview form, and the data were analysed through content analysis technique. Based on the participants’ experiences regarding the development of 21st century skills of preschool children, all participants’ stated creative thinking techniques as a 21st century skill, and all stated technology based activities as a way of developing children’s 21st century skills. All of them also expressed digital literacy skills of teachers as a teacher quality which develops students’ 21st century skills and expressed family control over children’s usage of technology as a responsibility of families. They all acknowledged that schools' technological infrastructure and conditions are often inadequate for teaching children 21st century skills, and suggested the preparation of an activity guide which teaches 21st century skills to children as a solution. The findings indicate that the participants have some knowledge regarding the development of 21st century skills in children and have designed activities based on this knowledge to help children acquire these skills during their preschool period. However, they faced certain difficulties while designing and implementing these activities. They also all emphasized their experiences regarding children’s acquisition of technological skills. This study aims to reveal the professional experiences of preschool teachers regarding the development of children's 21st century skills, explain the present situation and activities that teachers design, display difficulties encountered during teaching, and explain the needs of preschool teachers.   Key words: preschool period, 21st century skills, master’s students attending preschool education program, experiences.

Examination of 5-6 Years Old Children’s Social Problem Solving Skills with According to Social Status

The purpose of the study is to examine social problem solving skills of 5-6 years old children with according to social status. The study sample consists of 132 children aged 5-6 with normal development and who attend preschool education in a school in İstanbul under the Ministry of National Education (MEB). In this study, conducted through the relational screening method, data were collected with the personal information form, Preference Based Sociometry Technique and the WALLY Social Problem Solving Scale. The Personal Information Form was filled in by the teachers separately for each child. The Preference Based Sociometry Technique and WALLY Social Problem Solving Scale were carried out on the children individually by one of the researchers. Because study data had a normal distribution, the Pearson Product-Moment Correlation Coefficient, one of the parametric techniques, Simple Linear Regression technique, One-Way Variance Analysis (ANOVA) and Bonferroni techniques were used. According to the study results, there is a positive relationship between social problem solving levels, being like by peers and social preference levels. It is evident that social problem solving significantly predicts being liked by peers, being disliked by peers and social preference levels. There is no significant relationship between social problem solving and social impact; social problem solving does not predict social impact. In addition, it is evident that social status (popularity, rejection, being excluded, being controversial) of young children significantly differs according to social problem solving levels.

Investigating the correlation between 2D:4D finger digit ratios and attention gathering skills of 60–72 month-old children

BackgroundDigit ratio 2D:4D is used to follow children's development process and examine behaviours and abilities. AimThe aim of this study is to determine the correlation between the 2D:4D digit ratios of 60–72 month-old children and their attention gathering skills, as well as whether the 2D:4D digit ratio and attention gathering skills of children differ based on independent variables. MethodThe sample of the study, designed in the correlational survey model, consisted of a total of 112 children aged 60–72 months who were attending preschool education in Malatya province in Turkey. The data were analysed using SPSS packaged software. ResultsIt was determined that there was a positive low significant correlation between attention gathering skills and the right hand 2D:4D digit ratio in 60–72 month-old children. In addition to, no significant difference was found between the children's FTF-K scores and the right hand 2D:4D digit ratio in terms of the variable of mother's status of exercising, but there was a significant difference between their FTF-K scores and the left hand 2D:4D digit ratio in terms of the variable of the mother's status of exercising. ConclusionsThe findings of the study demonstrate the importance of the study for revealing clues about children's attention gathering/concentration levels from their early periods, and promoting their attention gathering skills and generally their cognitive development.

Parent Play Beliefs, Play as a Teaching Technique, and Teachers’ Pedagogical Knowledge, and Children’s Early Numeracy and Literacy Skills: Evidence from Wolaita Zone, Southern Ethiopia

This study examined the associations between parent play beliefs, play as a teaching technique, teachers’ pedagogical knowledge, and early numeracy and literacy skills in six-year-old children who attend preschool education. A correlation study design, under a quantitative approach, was used. Participants included 216 children (106 male and 110 female), 215 teachers (99 male and 116 female), and 210 parents (135 male and 75 female). The Parent Play Beliefs Scale, preschool teachers’ pedagogical content knowledge scale, and literacy and numeracy test were used. Hierarchical linear modeling results showed that the parent play beliefs, play as a teaching technique, and teachers’ pedagogical knowledge of ΔR2 value of 0.020 revealed a 0.2% change in the variance of models 1, 2 and 3 with ΔF (1, 213) = 17.679, p 0.001. Analyses revealed that the combined effects of the independent variables explained a 76.4% variance in children’s early literacy and numeracy. These findings indicate that the variables significantly and positively predicted children’s literacy and numeracy skills. Eventually, in conclusion, areas of further research and implications for policy and practice were forwarded based on the major findings.

Investigating the relationship between visual literacy and rapid automatized naming skills in 5-6-year-old children

This study aimed to determine the relationship between the visual literacy levels of children attending preschool education institutions and their rapid automatized naming skills. A total of 160 children, 77 girls, and 83 boys, aged 5-6 years, attending independent kindergartens, took part in the research. The "Personal Information Form," the "Visual Literacy Assessment Tool for Children Aged 5-6 Parent's Form," and the Rapid Automated Naming Test (HOTIT) were used to collect the data. The predictive correlational research design was used in the study; Pearson's correlation coefficient and "multiple regression" analysis were used to determine the predictors of visual literacy skills. It was found that there was a high negative correlation between the skills of the Rapid Automatized Naming Test and the picture sub-dimension and a similarly high negative correlation between the Rapid Automatized Naming Test color skills.

Temperament Characteristics of Preschoolers and Maternal Acceptance and Rejection Statuses of Their Mothers

The study was conducted to examine the relationship between maternal acceptance-rejection and children’s temperament characteristics and whether children’s temperament characteristics predicted maternal acceptance-rejection. The data of the study, which employed a predictive correlational design, were obtained from 349 children in the 4-6 age group attending preschool education and their mothers. The data were collected using the Parental Acceptance-Rejection Questionnaire and the Child Behavior Checklist and analyzed using Pearson’s Correlation Analysis and Multiple Linear Regression Analysis. As a result of the study, a significant relationship was found between maternal acceptance-rejection and all temperament traits except discomfort, fear, shyness, impulsivity, and approach/positive participation. It was also found that maternal coldness and lack of affection were predicted by perceptual sensitivity, low-intensity pleasure, and smiling and laughter, maternal hostility and aggression were predicted by falling reactivity and soothability, maternal indifference and neglect were predicted by sadness, and maternal undifferentiated rejection was predicted by the temperament characteristics of attentional focusing and anger/frustration.

The effects of preschool and age on children’s early number skills

There are massive developments in children’s early number skills in the ages 4- to 6-year old during which they attend preschool education and before they transition to formal school. We investigated to which extent these developments can be explained by children’ schooling experiences during preschool or by chronological age related maturational changes. In a secondary data-analysis of an existing longitudinal dataset, we compared children who were similar in age but different in the amount of preschool education (Old Year 2, n = 104, Mage = 62 months SDage 0.9 months vs. Young Year 3, n = 71, Mage = 65 months, SDage = 1.5 months) as well as children who were similar in the amount of preschool experience but differed in age (Young Year 3, n = 71, Mage = 65 months, SDage = 1.5 months vs. Old Year 3, n = 104, Mage = 74 months, SDage = 1.1 months). All children completed measures of numbering (verbal counting, dot enumeration, object counting), relations (number order, numeral identification, symbolic comparison, nonsymbolic comparison) and arithmetic operations (nonverbal calculation). We observed effects of preschool on object counting, numeral recognition and number order. There were also effects of chronological age on verbal counting, number order, numeral recognition and nonverbal calculation. The current data highlight which early number skills may be particularly malleable through schooling. They provide a more careful characterization of the potential factors that contribute to children’s early numerical competencies.

The Effect of Portfolio on Foreign Language Speaking Skills of 60-72-Month-Old Preschool Children

From the past to the present, people have used language as a tool for understanding. They conveyed their feelings, wishes, and expectations to other people through language. This ability to transmit has facilitated the lives of people and, therefore, everyone. The desire of the communities to interact and communicate with other societies revealed foreign language learning behaviour. Today, all countries have set a goal of learning at least one foreign language in their education programs. In this context, it is increasingly vital to start foreign language education at an early age. This study was conducted to examine the effect of portfolio use on foreign language speaking skills of children attending preschool education. One group pre-test and post-test design without a control group, which is one of the pre-experimental designs without a control group, was used in the research. The study sample consisted of 25 children (14 boys and 11 girls) attending preschool education in a private school affiliated to the Directorate of National Education in Kütahya in the 2016-2017 academic year. In the collection of data, the portfolio developed and applied by the researcher was used. The Wilcoxon signed rankings test was performed in the data analysis to determine the difference between each section’s pre-test and post-test scores. According to the study results, it was concluded that using a portfolio had a positive effect on children’s speaking skills of this age. As a result of this effect, it was found that there was a significant increase in speaking skills both in the target foreign language and in their family language.

Examining the impact of education on the acquisition of map and globe reading and interpretation skills in terms of gender

The purpose of this study was to examine the impact of map and globe education on map and globe reading and interpretation skills of children who attend preschool education in terms of gender. A quasi-experimental model with pre-test/post-test control group was employed in the study. The study group of the research consisted of a total of 56 children in kindergarten, 28 of whom were in the experimental group (16 girls, 12 boys) and 28 in the control group (14 girls, 14 boys). The data were collected by using the “Map and Globe Reading and Interpretation Skills Assessment Test for Children Aged Five”. In the analysis of the data, the t-test for independent groups was used to determine the mean scores for gender between the experimental and control groups, and the t-test for dependent groups was used to compare the mean scores of the experimental and control groups regarding gender. It has been found as a result of the research that the implementation of map and globe education program contributed positively to the map and globe reading and interpretation skills of both girls and boys in the experimental group.

Determining the parent education preferences and needs of parents with children in preschool education institutions in Turkey

This study aimed determining the preferences of parents of 4-6-year-old children for their sources of information and their needs regarding parent education. It was also aimed to determine whether the parents' preferences for information sources and their needs regarding parent education vary according to their educational background. This quantitative study was designed as a survey research. The sample group consisted of 484 parents whose children attending preschool education institutions in Turkey. As a result of the study, it was determined that as the education level of the parents increased, they used more scientific resources and turned to printed and technological resources to obtain information about parenting. It was also determined that the “reading” learning strategy was preferred by parents as their level of education increased. In addition, as the education level of the parents differed, it was found that the preferred subjects about parent education showed a statistically significant difference.

Self-Concept With Cross-Cultural Perspective: 36-72-Month-Old Preschool Children in Turkey and Germany.

Children attending preschool education in Turkey and Germany have different cultural environments and education systems. This study aimed at investigating the self-concept of 36–72- month-old preschool children in Turkey, a country with a collectivist culture, and Germany, a country with an individualistic culture. Participants were 433 children (234 female, 199 male) from Turkey and 206 children (102 female, 109 male) from Germany. Three dimensions of self-concept were measured: ability-based, social, and physical. The Self-Concept Questionnaire for Children (Preschool Version) was used for data collection. This process lasted about 5 months. Country (Turkey vs. Germany) and sex (male vs. female) of the child were analyzed as independent variables, and the three dimensions of self-concept (i.e., ability-based, social, and physical) were analyzed as dependent variables. As normality assumption was not met for the subgroups, the Mann–Whitney U test was applied for statistical analysis. Results showed significant differences between children from Turkey and children from Germany in two self-concept dimensions (i.e., ability-based and physical). It was determined that there were no differences between the two countries in social self-concept. It was also determined that there were differences in the ability-based self-concept dimension in 36–72-month-old children depending on gender in Turkey, in favor of male children. On the other hand, it was determined that there were no differences depending on gender in any of the self-concept dimensions in Germany. It was concluded that culture was a factor leading to differentiation in some dimensions of preschool children’s self-concept.