Preschool Period Research Articles

Validation of the StimQ2: A parent-report measure of cognitive stimulation in the home.

Considerable evidence demonstrates the importance of the cognitive home environment in supporting children's language, cognition, and school readiness more broadly. This is particularly important for children from low-income backgrounds, as cognitive stimulation is a key area of resilience that mediates the impact of poverty on child development. Researchers and clinicians have therefore highlighted the need to quantify cognitive stimulation; however existing methodological approaches frequently utilize home visits and/or labor-intensive observations and coding. Here, we examined the reliability and validity of the StimQ2, a parent-report measure of the cognitive home environment that can be delivered efficiently and at low cost. StimQ2 improves upon earlier versions of the instrument by removing outdated items, assessing additional domains of cognitive stimulation and providing new scoring systems. Findings suggest that the StimQ2 is a reliable and valid measure of the cognitive home environment for children from infancy through the preschool period.

Исследование отношения родителей детей с аутизмом к дошкольному образованию

<p style="text-align: justify;"><strong>Objectives</strong>. The preschool age has its crucial importance in the upbringing and education of children with autism spectrum disorders (ASD). The plasticity of psychological organization at this age makes the psycho-educational work the most effective. The aim of presented work is the analysis of characteristics of parents’ attitude of children with autism to preschool education with the follow-up identification of factors that influence this attitude of parents to preschool education and determination of the trajectories for optimizing this attitude in order to increase the ef­fectiveness of accompanying children with ASD in the preschool period.</p> <p style="text-align: justify;"><strong>Methods</strong>. A survey of 629 parents or legal representatives of individuals with autism from 43 regions of Russia and the Republic of Belarus was conducted. The age of the respondents’ children varies from 3 to 38 years.</p> <p style="text-align: justify;"><strong>Results</strong>. Reported that 86.6% of the children attended preschool educational organizations; 12.3% — did not at­tended; 0.6% preferred not to answer this type of questions. In the period from the second half of the 1980s to 2022, the percentage of children attending preschools increased from 7.8% to 97.0%. However, regardless of age, at least a quarter of families (24—28%) asked for help in other institutions or appealed to the private specialists, which directly indicates dissatisfaction with the support provided by the preschool educational system. Respondents whose children attended preschools mark the general preschool education effects at 3.2+0.1 on a five-point scale. In comparison, all families who assessed preschool have a significantly lower result (P<0.01) — 2.8+0.1. The respondents noted the insufficient level of qualifications of the staff of the preschool educational institution and problems of organizational and methodological support.</p> <p style="text-align: justify;"><strong>Conclusions</strong>. Despite the subjective character of the survey, the assessments and comments of parents reflect the real problems of preschool education of children with ASD. In order to develop cooperation between representatives of the preschool system and families raising children with autism, two equivalent areas of work are proposed: raising awareness of parents about autism and the basic supports of children with autism and improving the skills of special­ists working with such children.</p>

Using a Koppitz Human Draw Test for Guidance in Preschool Period

This study is based on the limited number of studies on recognizing and evaluating preschool children; It aims to be a guide for families and teachers regarding the developmental problems and social and emotional maturity levels of children who continue their preschool education online during the pandemic process and to evaluate the results in terms of children and turn them into opportunities. This qualitative study is carried out in a case study pattern using the “Koppitz Draw a Person Test” for 5-year-old preschool children. The Working group consists of children a total of 100 students, 50 girls and 50 boys, attend official and independent kindergartens through distance education in Akdeniz, Mezitli, Toroslar and Yenişehir districts in the center of Mersin, affiliated to the Ministry of National Education (MEB) in the 2020-2021 academic year. Pictures obtained by the “Koppitz Draw a Human Test” were used as data tools. The data were coded and analyzed by the “Koppitz Draw a Human Test.” The data obtained in the study were interpreted in tables according to Koppitz (1968). In the study, the participant children drew the indicators for academic failures as 8%; and 98% of the indicators expressing social and emotional inadequacy and representing at least one or more anxiety states in the child were drawn. In addition, this study determined that children with self-confidence problems, showing emotional weakness, recessive, and lack of motivation develop negative attitudes when faced with obstacles and rules in response to their expectations during the pandemic process.

Preschool Education in Türkiye from Past to Present

The pre-school period is an important period in which significant progress is made in the development of the child and the construction of the future is made. Pre-school education has always been important in Türkiye and different studies have been carried out in each period. These studies have focused on the value and importance given to the child. As a matter of fact, before Turkey become a republic country in 1923, the child was seen as an important person who would shape the future and the importance of the family was emphasized in the education of the child. Before the Republic, different educational institutions were opened for the education of children. These developments continued in the Seljuk period and the early periods of the Ottoman Empire. After the proclamation of the Republic, primary education was given more importance due to the conditions of the country. Initiatives for the education of children were discussed in development plans and National Education Councils. At the same time, importance was given to the family education. During these developments, programs were created in parallel with the development of the period and priority was given to the training of teachers. Considering these topics, in this study, pre-school education in Türkiye, the development of the pre-school education program and pre-school teacher training are to be discussed.

A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children in constructing scientific information in their minds by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.

Telomere Erosion and Depressive Symptoms Across Development Following Institutional Care

A large literature has identified exposure to early caregiving adversities as a potent risk for developing affective psychopathology, with depression, in particular, increasing across childhood into adolescence. Evidence suggests telomere erosion, a marker of biological aging, may underlie associations between adverse early-life experiences and later depressive behavior; yet, little is understood about this association during development. The current accelerated longitudinal study examined concurrent telomere length and depressive symptoms concurrently, 2 and 4 years later, from the preschool period through adolescence among children exposed (n=116) and not exposed (n= 242) to early previous institutional (PI) care. PI care was associated with shorter telomeres on average and with quadratic age-related growth in depressive symptoms, indicating a steeper association between PI care and depressive symptoms in younger age groups that leveled off in adolescence. Contrary to studies in adult samples, telomere length was not associated with depressive symptoms, and it did not predict future symptoms. These findings indicate that early caregiving disruptions increase the risk for both accelerated biological aging and depressive symptoms, although these variables did not correlate with each other during this age range.

Supporting the Use of Basic Scientific Process Skills with a Project Approach in Preschool Period: An Action Research

The aim of this study is to examine in detail the project approach practices in preschool education and the state of supporting the use of basic scientific process skills on the water project sample. The research was modeled according to the action research design, which is one of the qualitative research methods. The study group was formed with the participation of 20 children attending the İzmir Foça Municipality Children's House 6 (60-72 months) age group, their parents, a classroom teacher, a teacher assistant and a project manager. In the water project implemented within the scope of the study, documents/products obtained from various activities of the s children such as forming a concept network through brainstorming, generating questions, producing materials, drawing graphics, making measurements and calculations, field visits, ensuring the active participation of families in the process, conducting experiments were considered as data collection tools. These documents were categorized in the context of basic scientific processes, "estimation, observation, measurement, communication, data recording/interpretation, trying/experimentation, drawing conclusions" skills and analyzed with content analysis. In the analysis of 57 activities carried out during the project, it can be said that students are looking for answers to their questions by using skills such as "estimation, observation, measurement, data recording, trying/experimentation, communication, drawing conclusions", and the project process carried out in this way greatly supports their use of basic scientific process skills and thus contributes to their scientific thinking.

THE SOCIAL SKILLS OF CHILDREN AND THE CONTENTS THEY WATCH: REFLECTIONS OF THE PANDEMIC PROCESS

The preschool period is the period in which the child's social skills develop. During this period the child adapts to new environmentand acquires social environment requirements. As distance education rates increased in the Covid-19 epidemic, the social skills expected to be gained by children were adversely affected. In this process, usage of technological tools increased considerably. Thisresearch’s aim is to examine the reflection of the contents that children watch/use during the pandemic process on their social skills in line with family viewswith qualitative survey model and phenomenology design. The study group consists of 25 parents determined by easily accessible situation sampling, whose child receives preschool education (only distance, only face-to-face, distance and face-to-face) in Şırnak provinceThe research datawas collected through interviews and analyzed with descriptive and content analysis techniques. In the research, in line with the participants’ opinionsand research questions six themes were determined as: "Demographic characteristics", "Screen time", "Technological tools used", "Platforms used", "Contents watched/used", "Reflection of contents on social skills". As the result, it has beendetermined that the separation of children from education and friend environment during the pandemic period caused technology usage increaseand negatively affected their social skills.

Key points of development of motor skills in childhood embodied in gait parameters

ObjectiveTo observe changes of correlations of gait parameters of four sets of body in children aged 3–6. DesignA cross-sectional observational study. SettingDong Gang kindergarten in Suzhou, China. ParticipantsA total of 89 children between 3 and 6 years old. Main outcome measuresA total of 37 three-dimensional (3-D) gait parameters assessed with a wearable gait analysis system in 2-min walking test, for 3 times. ResultsThere were significant differences in gait speed, stride length and sagittal range of motion (ROM) of trunk among children of 3–6 years old (P < 0.05). The left and right toe out angle, sagittal ROM of waist, coronal ROM of trunk and arm swing velocity of male were significantly greater than those of female children (P < 0.05). Most gait parameters were symmetrical (P < 0.01). Canonical correlations of Upper Limbs Set vs. Trunk and Waist Sets increased by ages (P < 0.05). Canonical correlation of Trunk Set vs. Waist Set decreased by ages. Canonical correlations of Lower Limbs Set to any other sets were not significant (P > 0.05). ConclusionsValues and symmetry of gait parameters cannot reflect the development of motor skill during ages of 3–6. Proper trunk movement coordinating with upper limbs and isolating from waist is the key point of development of motor skill in walking. It is built during preschool period and girls develop better. Before the preschool period, lower limbs’ isolating movements from the other segments have already developed well. These key points of motor skills in walking should be considered when motor tasks for segment isolation and coordination are given to children with motor dysfunction.

Preschool teachers' perspectives on science activities that improve creativity in preschool period and creativity term

Bu araştırma okul öncesi öğretmenlerinin yaratıcılık ile ilgili görüşlerini ve planlarında okul öncesi dönemde yaratıcılığı geliştiren fen etkinliklerine yer verme durumlarını ortaya çıkarma amacıyla yapılmıştır. Araştırmanın örneklem grubunu Uşak ili milli eğitim bakanlığına bağlı resmi anasınıfı ve anaokullarında görev yapan 15 okul öncesi öğretmenlerini oluşturmuştur. Araştırmada okul öncesi öğretmenlerine; “Yaratıcılık terimini nasıl tanımlarsınız?” ve “Planlarınızda çocukların yaratıcılıklarını geliştirecek fen etkinliklerine yer verir misiniz? Niçin?” soruları sorulmuş, okul öncesi öğretmenlerinin verdikleri cevaplar yarı yapılandırılmış görüşme formu vasıtası ile elde edilmiştir. Örnek olay yönteminin kullanıldığı bu çalışmada yarı yapılandırılmış görüşme formuyla elde edilen sonuçlar betimsel analiz tekniğiyle değerlendirilip, tematik analiz yoluyla verilerin analizleri yapılmıştır. Araştırma bulgularında, okul öncesi öğretmenlerinin yaratıcılık ile ilgili tanımlarında orijinallik, yenilik, özgünlük, sosyal kabul ve sosyal faydası olma, özgür bir ortamda farklı şey ya da ürünler üretme kavramlarına yoğunlaştıkları görülmüştür. Okul öncesi öğretmenlerinin okul öncesi dönemde yaratıcılığı geliştiren fen etkinliklerine planlarında yer verme durumlarına bakıldığında öğretmenlerin büyük çoğunluğunun çocukların yaratıcılığını geliştiren fen etkinliklerine planlarında yer verdikleri görülmüştür. Çalışmada ileriye dönük, yaratıcılığı geliştirecek fen programı ve fen etkinliği uygulamalarına yönelik öneriler sunulmuştur.

Derivation of probable child maltreatment indicators using prospectively recorded information between 5 months and 17 years in a longitudinal cohort of Canadian children

BackgroundBoth prospective and retrospective measures of child maltreatment predict mental and physical health problems, despite their weak concordance. Research remains largely based on retrospective reports spanning the entire childhood due to a scarcity of prospectively completed measures targeting maltreatment specifically. ObjectiveWe developed a prospective index of child maltreatment in the Québec Longitudinal Study of Child Development (QLSCD) using prospective information collected from ages 5 months to 17 years and examined its concordance with retrospective maltreatment. Participants and settingThe QLSCD is an ongoing population-based cohort that includes 2,120 participants born from 1997-1998 in the Canadian Province of Quebec. MethodsAs the QLSCD did not have maltreatment as a focal variable, we screened 29,600 items completed by multiple informants (mothers, children, teachers, home observations) across 14 measurement points (5 months-17 years). Items that could reflect maltreatment were first extracted. Indicators were derived across preschool, school-age and adolescence periods and by the end of childhood and adolescence, including presence (yes/no), chronicity (re-occurrence), extent of exposure and cumulative maltreatment. Two maltreatment experts reviewed these items for inclusion and determined cut-offs for possible child maltreatment (n=251 items). Retrospective maltreatment was self-reported at 23 years. ResultsAcross all developmental periods, the presence of maltreatment was as follows: physical abuse (16.3-21.8%), psychological abuse (3.3-21.9%), emotional neglect (20.4-21.6%), physical neglect (15.0-22.3%), supervisory neglect (25.8-44.9%), family violence (4.1-11.2%) and sexual abuse (9.5% in adolescence only). The degree of concordance between prospective and retrospective reports for each type of maltreatment was weak (.038-.110), yet significant (ps<.01), except for emotional neglect (p=.148). ConclusionsIn addition to the many future research opportunities offered by these prospective indicators of maltreatment, this study offers a roadmap to researchers wishing to undertake a similar task.

Preliminary evidence for progressions in ownership reasoning over the preschool period.

Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, Mage = 2.78 (.14); R = 2.50-3.00, and 32 older 4-year-olds, Mage = 4.77 (.16); R = 4.50-5.00, living in Michigan in the United States. We use a battery of four established ownership tasks that tested different aspects of children's ownership thinking. A Guttman test revealed a reliable sequence that explained 81.9% of children's performance. Namely, we discovered that identifying familiar owned objects emerged first, control of permission as a cue to ownership second, understanding ownership transfers third, and the tracking of sets of identical objects last. This ordering suggests two foundational ownership abilities on which more complex reasoning may be built: the ability to include information about familiar owners in children's mental models of objects and recognizing that control is central to ownership. The observed progression is an important first step toward developing a formal ownership scale. This study paves the way for mapping the conceptual and information-processing demands (e.g., executive functioning, memory) that likely underlie change in ownership thinking across childhood. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Abuse of the minor. Forms of its manifestation and effects on the personality

Parents who apply violence towards minors consider that physical punishments are the main means of disciplining the minor to comply with the rules of behavior imposed by the family. In the practice of many states, these punishments necessarily accompany the primary socialization process, being applied even in the first year after the birth of the minor, continuing during the preschool and school period, until the teenage years. These punishments often go beyond the permitted limits, resulting in serious injuries, up to fractures and trauma. Evidence shows that most of the parents who resort to these violent means grew up and were, themselves, educated in a family environment characterized by violence, being subjected to abuse themselves. In turn, an important part of the minors assaulted by these parents will become aggressors themselves, if violence as a means of discipline was supported by the existing beliefs and norms in the family.

English

The aim of this qualitative study is to investigate experiences of master&rsquo;s students regarding children&rsquo;s development of 21st century skills during preschool period in T&uuml;rkiye. 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&rsquo;s students attending the Department of Preschool Education at a university in ?zmir, T&uuml;rkiye 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&rsquo; experiences regarding the development of 21st century skills of preschool children, all participants&rsquo; stated creative thinking techniques as a 21st century skill, and all stated technology based activities as a way of developing children&rsquo;s 21st century skills. All of them also expressed digital literacy skills of teachers as a teacher quality which develops students&rsquo; 21st century skills and expressed family control over children&rsquo;s usage of technology as a responsibility of families. They all acknowledged that schools&#39; 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&rsquo;s acquisition of technological skills. This study aims to reveal the professional experiences of preschool teachers regarding the development of children&#39;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. &nbsp; Key words: preschool period, 21st century skills, master&rsquo;s students attending preschool education program, experiences.

Sign language education in pre-school: Prospective pre-school teachers’ views about the Turkish sign language course

Pre-school education is significant in the education of deaf children. The pre-school teacher is a gateway to realising the inclusion of deaf children in schools. In this study we investigated prospective pre-school teachers’ opinions and thoughts about sign language in deaf children’s education. In this descriptive study we employed the qualitative research method: semi-structured interviews were conducted with 16 prospective pre-school teachers who took the elective sign language course in the fall semester of the 2018–2019 academic year. The main themes obtained from the interviews were as follows: “Quality in early childhood education”, “Innovative practices in teacher training”, “Inclusive education in the pre-school period”, “Effective teaching for deaf children” and “Sign language competence of teachers.” The research findings suggest that prospective teachers must learn sign language that would contribute to their professional competence and that they would actively use sign language in their future professional lives.

Edukasi Cara Sikat Gigi Pada Ibu Siswa TK Perwanida Kotawaringin Barat Kalimantan Tengah

Dental health is part of overall health. Mother's level of knowledge has an important role in maintaining dental health in her child. Preschoolers are children aged between 4-6 years which is called the "golden age". So that in the preschool period mothers should have taught children how to brush their teeth properly. This service aims to provide education and increase mother's knowledge about brushing teeth to students of Perwanida Kindergarten, West Kotawaringin Regency, Central Kalimantan. This service is carried out by providing education to 50 mothers through speeches using visual aids about proper tooth brushing procedures. Measuring the level of knowledge was carried out using pretest and posttest questionnaires. Mother's knowledge level data were analyzed using MS.Excel and then translated into Good, Adequate, and Poor knowledge level categories. The results of this activity showed that there was an increase in mother's knowledge in the Good category from 53% to 74% and a decrease in mother's knowledge in the Enough category from 45% to 26% and in the Less category 2% to 0%. Based on the results of the education, it can be concluded that Education on the Use of Toothbrushes for Mothers of Perwanida Kindergarten students in West Kotawaringin, Central Kalimantan is said to be successful with an increase in the Good knowledge category. It is recommended that health workers can improve health promotion on how to brush their teeth properly in order to reduce the incidence of dental disease in children.

Teacher's Work with Children with Special Needs in Kindergarten

The preschool period is a susceptible stage of children's development, and it is essential that children receive the necessary support for their optimal development during this period. This is especially important for children with special educational needs. The present study highlights the importance of early childhood education teachers and teacher assistants to provide optimal conditions for the development of children with special educational needs. Our research includes 148 early childhood education teachers and teacher assistants, who completed a questionnaire about the general tasks they perform when working with children with special educational needs. The results show that while teachers perform various tasks intended for children with special educational needs and cooperate with the kindergarten counselling service, parents and other professionals, they do not feel competent to work with children with special educational needs. Additionally, the results indicate that there are differences between early childhood education teachers and teacher assistants, as the results are more favourable for the former.

SUPPORTING TEACHER DEVELOPMENT ABOUT EARLY LITERACY IN CHILDREN WITH HEARING LOSS: AN ACTION RESEARCH IN TURKEY

Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0005/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Investigation of Parents' Participation Levels in Family Participation Activities in Preschool Period

Bu çalışma okul öncesi dönemde anne ve babaların aile katılım düzeylerini etkinlik ba-zında inceleyerek anne ve babaların hangi tür etkinliklere katılmayı tercih ettiklerini bul-mayı amaçlamaktadır. Bunun yanında, ebeveynlerin tercihlerinin eğitim seviyesi, çalıştık-ları kurum türü, medeni durum ve okul türü değişkenlerine göre farklılık olup olmadığı da incelenmiştir. Bu araştırmanın örneklemini, 48-72 aylık 65 çocuk ve 125 ebeveyn oluş-turmaktadır. Veri toplama aracı olarak 2000 yılında Fantuzzo ve arkadaşları tarafından hazırlanan ve 2003’te Gürşimşek tarafından Türkçeye çevrilen aile katılım ölçeği (AKÖ) kullanılmıştır. Verilerin analizinde SPSS programı kullanılmıştır. Araştırma sorular, Bağımlı Örneklem t-testi, Bağımsız Örneklem t-testi ve ANOVA testleri ile cevaplanmıştır. Elde edilen sonuçlara göre; anneler kendilerinin eşlerinden daha fazla aile katılım etkinliklerine katıldığını ortaya koymaktadır. İlkokul mezunu olan anneler lisans mezunu olan anneler-den daha fazla okul temelli etkinliklere katıldıklarını ifade etmişlerdir. Babaların aile katı-lım seviyelerinde eğitim seviyesine göre anlamlı bir farklılık bulunmamaktadır. Bunun yanında annelerin ve babaların çalıştıkları kurum türüne göre aile katılım ölçeğine verdikleri cevaplar incelendiğinde, babaların aile katılım çalışmalarına dahil olma düzeyleri arasında anlamlı bir fark bulunmaz iken, kamu kurumunda çalışan annelerin, çalışmayan annelere göre daha az katılım gösterdikleri tespit edilmiştir.

Investigation of Theses on Resiliency Covering the Preschool Period Completed Between 2000-2021 in Turkey

Araştırmanın amacı, Türkiye’de okul öncesi dönemi kapsayan 2000-2021 yılları arasında tamamlanmış psikolojik dayanıklılık konulu tezlerin incelenmesidir. Araştırmanın örneklem grubunu Yükseköğretim Kurulu’nun (YÖK) Ulusal Tez Merkezi’nden elde edilen 27 yüksek lisans tezi, 5 doktora tezi ve 1 tıpta uzmanlık tezi ile toplamda 33 tez oluşturmaktadır. Yüksek lisans düzeyinde ilk tezin 2013 yılında, doktora düzeyinde 2016 yılında ve tıpta uzmanlık düzeyinde 2019 yılında tamamlandığı görülmektedir. Örneklem grubu açısından yüksek lisans tezlerinde en çok okul öncesi dönem çocuğu olan annelerle, doktora tezlerinde okul öncesi dönem çocuklarıyla çalışıldığı, tıpta uzmanlık tezinde de okul öncesi dönem çocuğu olan annelerle çalışıldığı belirlenmiştir. Okul öncesi öğretmen adaylarıyla ilgili yapılmış bir teze rastlanılmamıştır. Yüksek lisans tezlerinin önemli bir bölümü Türkiye genelinde, doktora tezleri ile tıpta uzmanlık tezi İstanbul’da gerçekleştirilmiştir. Ölçme aracı sayısı açısından, yüksek lisans tezlerinin 1 ile 6; doktora tezlerinin 1-9 arasında farklılık gösterebildiği; tıpta uzmanlık tezinde 8 ölçme aracının kullanıldığı görülmektedir. Yüksek lisans, doktora ve tıpta uzmanlık düzeylerinde en çok tercih edilen araştırma yaklaşımının nicel, en az tercih edilen araştırma yaklaşımının ise karma olduğu sonucuna ulaşılmıştır. Konu ile ilgili tezlerin anahtar kelimeler açısından dağılımına bakıldığında, 7 anahtar kelime kullanıldığı ve en sık tercih edilen kelimenin psikolojik dayanıklılık olduğu görülmektedir. Tezlerin veri toplama zamanlara göre dağılımına bakıldığında ise 33 tezin kesitsel desende hazırlandığı, boylamsal bir çalışmanın olmadığı sonucuna ulaşılmıştır. Tezlerin konu dağılımlarına bakıldığında ise postpartum depresyon, öz şefkat ve psikolojik dayanıklılık konu başlığında iki tez olduğu, diğer tezlerin konu ve değişken açısından çeşitlilik gösterdiği söylenebilir.