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    Language development and affecting factors in 3-to 6-year-old children
    (Springer, 2014) Muluk, Nuray Bayar; Bayoglu, Birgul; Anlar, Banu
    The aim of this study was to assess factors affecting language developmental screening test results in 33.0- to 75.0-month-old children. The study group consists of 402 children, 172 (42.8 %) boys and 230 (57.2 %) girls, aged 33.0-75.0 months who were examined in four age groups: 3 years (33.0-39.0 months), 4 years (45.0-51.0 months), 5 years (57.0-63.0 months) and 6 years (69.0-75.0 months). Demographic data and medical history obtained by a standard questionnaire and Denver II Developmental Test results were evaluated. Maternal factors such as mother's age, educational level, and socioeconomic status (SES) correlated with language items in all age groups. Linear regression analysis indicated a significant effect of mother's education and higher SES on certain expressive and receptive language items at 3 and 4 years. Fine motor items were closely related to language items at all ages examined, while in the younger (3- and 4-year-old) group gross motor items also were related to language development. Maternal and socioeconomic factors influence language development in children: these effects, already discernible with a screening test, can be potential targets for social and educational interventions. The interpretation of screening test results should take into account the interaction between fine motor and language development in preschool children.
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    Turkish Validation of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes)
    (Wiley, 2013) Bayoglu, Birgul; Unal, Ozlem; Elibol, Fatma; Karabulut, Erdem; Innocenti, Mark S.
    Early positive parent-child interactions are important for child development. Intervention research focused on increasing positive parent-child interactions has demonstrated increases in desired parenting behaviors and improvements in child outcomes. Parent-child interaction research in Turkey has been limited because of the need for reliable and valid measures of parent-child interaction. The aim of this study was to explore the validity and reliability of a Turkish version of a psychometrically strong measure of parent-child interaction that was developed in the United States: the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). Mother-child interactions during a free-play situation were scored using the Turkish translation of the PICCOLO. The Turkish PICCOLO demonstrated good reliability and validity; as good as that demonstrated in the original English-language PICCOLO psychometric study. The Turkish PICCOLO meets the criteria established for a tool that will facilitate parent-child interaction research in Turkeyand appears to be practical and functional in evaluating the quality of parent-child interaction.