Yazar "Pala, Sengul" seçeneğine göre listele
Listeleniyor 1 - 3 / 3
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe Investigation of the association between mothers' emotion socialization behaviors and children's ability to understand emotions(Springer, 2024) Pala, Sengul; Yildiz, Tulin GulerThis study examines whether mothers' emotion socialization practices via modeling, contingent reactions, and the teaching of emotions predict the emotion understanding skills of their 60- to 72-month-old children. The study group included 50 mothers and their children (23 boys, 27 girls). As data collection tools, the wordless book One Frog Too Many, emotion cards, the Mother-Child Information Form, Denham's Affect Knowledge Test, the Test of Early Language Development-Third Edition-Turkish, the Coping with Children's Negative Emotions Scale, and the Self-Expressiveness in the Family Questionnaire were used. Multiple regression analyses were conducted to explore the predictive role of the mothers' emotion socialization behaviors in their children's emotion understanding skills. In addition, descriptive analysis was carried out using a coding scheme to determine the techniques used by the mothers while teaching the children about emotions. The results showed no predictive association between the studied emotion socialization practices of mothers and the children's abilities to understand emotions. Explaining was the technique that the mothers used most often while reading the wordless book. This was respectively followed by labeling, commenting, questioning, socializing, guiding, and clarifying. The mothers' most commonly used technique while talking with their children was questioning, respectively followed by socializing, labeling, explaining, commenting, clarifying, and guiding techniques.Öğe Opinions related to play concept of children in early childhood(Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2019) Yilmaz, Aynur; Pala, SengulThe aim of this study was to determine the play perceptions of children in early childhood. The study group consisted of four children (two preschoolers and two first graders) aged between 72 and 86 months. The study, designed in line with qualitative research approach, employed the phenomenological design. The data in the study were collected by means of photographs, drawing writing technique and semi-structured interview technique. In the analysis of the data, thematic and content analysis technique was used. The participants' perceptions of play are explained under three themes. In this regard, the perception of play has been examined under the themes of "Structural Features of Play" including concepts such as competition, happening in a certain time and place, existence of rules, existence of action, performing individually or in group, focus on fun rather than learning; "Affective Features of Play" including concepts such as its inducing happiness/excitement and "Play in terms of Ethical Features" referring to features of sportsmanship and obedience to authority. In the study, it was found that while the pre-school children stated that they should have a toy to play, the elementary school 1st grade students stated that they do not need a toy to play. While the pre-school children argued that it was possible to play both inside and outside the school, the first grade students emphasized that play is not possible inside the class.Öğe A Study of Mathematical Content Provided in Illustrated Children's Books(Ani Yayincilik, 2017) Yilmaz Genc, Melek Merve; Akinci Cosgun, Aysegul; Pala, SengulPurpose: Early childhood is of critical importance in terms of cognitive, affective and physical development. Undoubtedly, a substantially stimulating environment and opportunities offered to children, as well as appropriate educational materials, have an impact on their development. The object of this study is to investigate the mathematical content included in illustrated children's books prepared for pre-school children. Research Methods: The research was planned as a descriptive study, and criterion sampling method was used in creating the study group. One hundred seventy-four illustrated children's books offered for sale by bookstores in Adana and Ankara provinces and included by academicians in their private libraries were surveyed. As a result of the survey, 52 illustrated children's books that met the criteria constituted the research study group. A document analysis was conducted to collect research data. Thereunder, a "book review form" developed by the researchers was used to investigate the mathematical content of the books. Implications for Research and Practice: As a result of the study, it was discovered that the books investigated most frequently contained the numbers and operations category, followed by geometry, measurement, algebra, data analysis and probability, respectively. Furthermore, the books were found not to contain specific categories or use of different methods and tools in calculations, distinction, algebraic symbols and mathematical models, quantitative changes, symmetry and translation movements, repeated measures, data collection, data organization, data visualization, data recognition, and understanding and applying basic probability concepts. Such results suggest that the illustrated children's books published in our county fail to satisfy the mathematical standards recommended by nationally and internationally recognized programs as the standards to be taught during the pre-school period, and that efforts must be made to enhance the quality of books published for such purposes. For future studies, it is recommend that researchers examine in detail how mathematical categories provided in the books are dealt with, or if and how teachers include illustrated children's books in mathematics activities performed in class. (C) 2017 Ani Publishing Ltd. All rights reserved
