Eğitim Fakültesi, Okul Öncesi Öğretmenliği Makale Koleksiyonu
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Öğe Preschool children's self-regulation and learning behaviors: The moderating role of teacher-child relationship(Springer, 2022) Acar, İbrahim Hakkı; Veziroğlu Çelik, Mefharet; Rudasill, Kathleen Moritz; Sealy, Martinique A.Background Children's approach to learning is essential for both academic achievement and socio-emotional well-being. This competence is influenced by both individual (self-regulation) and environmental factors (teacher-child relationships). Objective The aim of the present study is to examine Turkish children's learning behaviors through the interplay of children's self-regulation and teacher-child relationship. In particular, we examine the moderating role of teacher-child relationship quality on the link between self-regulation and learning behaviors. Method Participants were 140 preschool children (81 boys) from a disadvantaged neighborhood in Istanbul, Turkey. Children's age ranged from 39 to 77 months (M = 62.55, SD = 8.53). Teachers reported on teacher-child relationship quality and children's learning behaviors. We assessed children's self-regulation via structured performance-based tasks. Results Regression results using SAS PROC MIXED showed: first, the combination of high teacher-child closeness and hot self-regulation was related to higher levels of learning behaviors. Second, teacher closeness was positively, and teacher conflict was negatively associated with children's learning behaviors. Third, cool and hot aspects of self-regulation were related to children's learning behaviors; this was true only for cool aspects of self-regulation in multivariate analyses. Conclusions Children's self-regulation (hot and cool aspects) and the qualities of teacher-child relationships appear to be important for their approaches to learning. Findings from the current study provide additional support for individual-context interaction for child outcomes in the Turkish preschool educational context.Öğe Association between children's temperament and learning behaviors: Contribution of relationships with parents and teachers(Routledge Journals, 2022) Acar, İbrahim Hakkı; Veziroğlu Çelik, Mefharet; Barata, Özge; Altay, SelinThe present study is an investigation of the contributions of child temperament (persistence and reactivity), parent-child (closeness and conflict), and teacher-child relationship (closeness and conflict), to pre-school children's learning behaviours with a focus on the moderating role of these relationships between child temperament and learning behaviours. Participants were 140 children (59 girls) aged 39 to 77 months (M = 62.57, SD = 8.53). Child temperament and parent-child relationships were reported by parents. Teacher-child relationships and learning behaviours were reported by teachers. Results from regression analyses accounting for the nesting structure of the data showed that reactivity, parent-child conflict, and teacher-child conflict were negatively, and persistence and teacher-child closeness were positively related to children's learning behaviours. In addition, when the parent-child conflict was at average or high levels, children with higher reactivity displayed lower levels of learning behaviours. The findings highlight that both temperament and relationships with parents and teachers are important for children's learning behaviours.Öğe Assessment of the relationships between parents and teachers: Validation and reliability study the parent-teacher relationship scale(2017) Acar, İbrahim Hakkı; Uçuş Güldalı, ŞükranThis study aims to adapt Parent-Teacher Relationship Scale (PTRS), which was developed by Vickers and Minke (1995) to Turkish and conduct the reliability and validity analyses. The PTRS is a 24-item scale that is designed to assess the quality of the relationships between parents and teachers from their perspectives on two subscales; Joining and Communication. We recruited 150 preschool children’s parents and teachers for the current study from the city of, Kırşehir, Turkey. Children’s age ranged from three to six (M= 4.84, SD= .75). Firstly, the PTRS was adapted to Turkish language and culture. The validity of the scale was measured by Confirmatory Factor Analysis and the difference between the Upper %27 and Lower %27 groups. The internal reliability of the scale was calculated by Cronbach's alpha method. The results of the Confirmatory Factor Analyses showed that the scale has a two-factor structure as in the original version. The CFA model for parent report confirmed that there is a 2-factor model (?2= 351.442 (p < .001), CFI= 0.90, RMSEA= .08 (.07 to .10 at 90% CI), and SRMR = .06. The CFA model for teacher report also confirmed that there is a 2-factor model (?2= 401.805 (p < .001), CFI= 0.90, RMSEA= .08 (.06 to .08 at 90% CI), and SRMR = .08. The analyses showed that the PTRS is a valid, reliable tool for Turkish parents and teachers.Öğe Analyzing the relationships between preschool children’s play skills and their social competence and emotion regulation skills(FAC Teacher Education, 2018) Uyanık Balat, Gülden; Arslan Çiftçi, Hande; Ünsal, Özge; Kılıç, Zeynep; Değirmenci, ŞeymaDeveloping effective social and emotional skills is an important aspect of development in all children, and children’s play skills are in constant interaction with their social and emotional competence. The aim of this research is to examine the relationship between preschool children’s play skills and their social competence and emotion regulation skills. Tools used in this study are Revised Knox Preschool Play Scale (Değirmenci, 2016), Social Competence and Behavior Evaluation-Preschool Edition, Short Form (Çorapçı, Aksan, Arslan-Yalçın & Yağmurlu, 2010) and Emotion Regulation Checklist (Batum & Yağmurlu, 2007). This study was designed as relational survey model. The research was carried out with 131 preschool children aged 48-72 months who continued their education in public and private preschool institutions of the Ministry of National Education in Istanbul during 2016-2017 school year. Pearson Product-Moment Correlation was conducted for data analysis. Results have shown that preschool children’s Revised Knox Preschool Play Scale total scores have a significant positive correlation with “Social Competence” sub-dimension scores of Social Competence and Behavior Evaluation (r=.179; p<.05), and a significant negative correlation with “Anxiety-Withdrawal” sub-dimension scores (r=-.416; p<.01). It was also found that Revised Knox Preschool Play Scale total scores have a significant positive correlation with “Emotion Regulation” sub-dimension scores of Emotion Regulation Checklist (r=.491; p<.01), and a significant negative correlation with “Lability/Negativity” sub-dimension scores (r=-.190; p<.05). In light of these findings, it can be said that as play skills of preschool children increase, their social competence and emotion regulation skills also increase; on the other hand, their levels of anxiety-withdrawal and lability-negativity decrease.Öğe Okul öncesi öğretmen adaylarının kontrol odağı ve karar verme stilleri arasındaki ilişkinin incelenmesi(Bayburt Üniversitesi, 2018) Zembat, Rengin; Tunçeli, Hilal İlknur; Akşin Yavuz, Ezgi; Kılıç, ZeynepAraştırmanın amacı, öğretmen adaylarının kontrol odağı ile karar verme stilleri arasındaki ilişkinin incelenmesidir. İlişkisel tarama modelindeki araştırmanın çalışma grubu 2015-2016 eğitim öğretim yılı bahar döneminde İstanbul’da yer alan biri devlet biri de vakıf olmak üzere iki üniversitenin eğitim fakülteleri okul öncesi öğretmenliği anabilim dallarında öğrenim gören 120 dördüncü sınıf öğrencisinden oluşmaktadır. Veri toplama aracı olarak Kontrol Odağı Ölçeği ve Melbourne Karar Verme Stilleri Ölçeği I-II kullanılmıştır. Bulgular incelendiğinde öğretmen adaylarının Kontrol Odağı Ölçeği’nden ve alt boyutlarından elde ettikleri puanların cinsiyet değişkenine göre anlamlı farklılık göstermediği; ancak “Kadercilik” alt boyutundan elde ettikleri puanların yaş değişkenine göre daha genç olan ve öğrenim gördükleri üniversite değişkenine göre devlet üniversitesinde öğrenim gören öğretmen adayları lehine anlamlı düzeyde farklılaştığı bulunmuştur. Melbourne Karar Verme Ölçeği I-II yoluyla elde edilen verilerin analizi sonucunda öğretmen adaylarının cinsiyet değişkenine göre Karar Vermede Özsaygı ve Panik Karar Verme Stilleri alt boyutlarından elde ettikleri puanların kadın öğretmen adayları lehine anlamlı olarak farklılaştığı bulunmuştur.Öğe Parenting styles and Turkish children's emotion regulation: The mediating role of parent-teacher relationships(Springer, 2021) Acar, İbrahim Hakkı; Veziroğlu Çelik, Mefharet; Çelebi, Şevval; İngeç, Duygu; Kuzgun, SenaThe current study examined the contributions of parenting styles (inductive reasoning and punishment) and parent-teacher relationships to Turkish preschool children's emotion regulation, with a specific focus on the mediating role of parent-teacher relationship between parenting styles and children's emotion regulation. A total of 140 preschoolers (59 girls), their parents and teachers were recruited for the current study. Children's age ranged from 39 to 77 months (M = 62.56, SD = 8.52). All teachers (n = 10) were female and working at a state-funded school. Mothers reported on their parenting styles and teachers reported on parent-teacher relationship and children's emotion regulation. Results from regression analysis showed that parents' inductive reasoning was positively associated with children's emotion regulation and parent-teacher relationship. Higher parent-teacher relationship was positively associated with higher levels of children's emotion regulation. In addition, parent-teacher relationship mediated the association between inductive parenting and emotion regulation of children. Limitations and future directions of the current study are discussed.Öğe Examining the effects of movement activities of coordinated approach to child health (Catch) program on locomotor and manipulative skills of 4-5 years old children(Ozgen Korkmaz, 2022) Kılıç, Zeynep; Uyanık, Gülden; Çağlak Sarı, SaimeThe main objective of the research is to examine the impact of regular implementation of Education Program made of CATCH Program Movement Activities on the locomotor and manipulative skills of preschool children. Implementation of Education Program made of CATCH Program Movement Activities was carried out in an independent preschool located in Kadıköy District in Anatolian Side of İstanbul Province, Turkey. Purposeful sampling method was used to determine the school where the experimental designed study will be conducted. The study group of the research consists of 64 children, 32 in experiment group and 32 in control group. To determine the efficiency of Education Program made of CATCH Program Movement Activities, education program was implemented with experiment groups for two days a week during 9 weeks. According to the results of pre-test and post-test measurements of experiment and control groups, no significant difference was determined between the locomotor subdimension, manipulative subdimension of the measurement instrument and measurement instrument total scores in pre-test measurements of the children (p>.05). According to the analysis results of post-test measurements following movement program, it was determined that there is a significant difference in locomotor subdimension, manipulative subdimension of the measurement instrument and measurement instrument total scores of both 4 and 5 years old children in favour of the experiment group (p<.05).Öğe Okul öncesi öğretmenlerinin eğitim-öğretim süreçlerinde uygulamayı tercih ettikleri etkinlik türlerine ilişkin görüşleri(Ankara Üniversitesi, 2021) Kılıç, Zeynep; Tunçeli, Hilal İlknur; Ünsal, Fatma ÖzgeOkul öncesi öğretmenlerinin eğitim-öğretim süreçlerinde uygulamayı tercih ettikleri etkinlik türlerini belirlemeyi amaçlayan bu araştırmada, nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubu 2017-2018 öğretim yılında İstanbul ilinde görev yapmakta olan ve çalışmaya katılmaya gönüllü olan 66 kadın okul öncesi öğretmeninden oluşmakta ve veriler araştırmacıların geliştirdiği yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen veriler içerik analizi yoluyla incelenmiş ve araştırma sonucunda çalışma grubunu oluşturan okul öncesi öğretmenlerinin sınıflarında en sık uygulamayı tercih ettikleri üç etkinlik türü; oyun, Türkçe ve sanat olarak belirlenmiştir. Okul öncesi öğretmenlerinin eğitim-öğretim süreçlerinde kullanacakları etkinliklerin türüne karar verirken kendilerinin sevdikleri etkinlik türlerini daha sıklıkla uygulamakla birlikte zorlanacaklarını, başarısız olacaklarını düşündükleri etkinlik türlerini ise daha az tercih ettikleri belirlenmiştir.Öğe Okul öncesi eğitime devam eden 5 yaş çocuklarının uygulanan etkinliklere ilişkin görüşlerinin belirlenmesi(Trakya Üniversitesi, 2020) Kılıç, Zeynep; Ünsal, Fatma Özge; Yorulmaz, AlperBu araştırmanın temel amacı 5 yaş çocuklarının okul öncesi eğitim kurumlarında uygulanan etkinlikler hakkındaki düşüncelerini ve bu düşünceler üzerinden çocukların ihtiyaçlarını belirlemektir. Araştırmanın amacına uygun olarak nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Çalışma grubu, kolay ulaşabilirlik ilkesi göz önünde bulundurularak oluşturulmuştur. Araştırmaya 2017-2018 eğitim öğretim yılı güz-bahar döneminde İstanbul ili, Kadıköy ilçesi, Göztepe semtinde okul öncesi eğitime devam eden 19’u kız, 23’ü erkek olmak üzere toplam 42 çocuk dahil edilmiştir. Veriler, araştırmacılar tarafından oluşturulan yarı yapılandırılmış görüşme formu ile toplanmıştır. Veri toplama süreci sonunda elde edilen verilerin analizinde betimsel analiz kullanılmış ve elde edilen bilgilerin sayısal değerlerle ifade edilebilmesi için frekans ve yüzde değerleri belirlenmiştir. Araştırmanın sonucunda çocukların en sevdiği etkinlikler sırasıyla sanat, oyun, matematik, hareket, fen ve drama olarak belirlenmiştir. Araştırmaya katılan çocukların tamamına yakınının en sevdikleri etkinlikler sınıfta yapılmaktadır. Çocukların az bir kısmı en sevdikleri etkinlikleri sınıf içinde yapmak isterken, yarıdan fazlası ise en sevdikleri etkinlikleri bahçede yapmak istediklerini belirtmişlerdir. Çocuklardan kendi günlerini tasarlamaları istediğinde, etkinlerde pasif-aktif dengesinin doğal olarak ortaya çıktığı ve çocukların tasarımlarında daha aktif olmalarına imkân tanıyan bir gün planladıkları belirlenmiştir.Öğe Okul öncesi eğitimde yapılandırılmamış oyuna ilişkin öğretmen görüşlerinin incelenmesi(Kastamonu Üniversitesi Eğitim Fakültesi, 2018) Özgünlü, Merve; Veziroğlu Çelik, MefharetBu araştırmanın amacı, okul öncesi öğretmenlerinin eğitim uygulamalarına ve yapılandırılmamış (serbest) oyuna ilişkin görüşlerini belirlemek ve çocukların oyunlarına dahil olma durumlarını incelemektir. Araştırma kapsamında, okul öncesi öğretmenlerine, ilgili literatür ve uzman görüşleri ile hazırlanan “Oyun Değerlendirme Fromu” verilmiş; veriler betimsel analiz yöntemleri ve Spearman Korelasyon Analizi ile test edilmiştir. Elde edilen sonuçlara göre, öğretmenlerin oyunu bir öğrenme yöntemi, çocuğun kendini ifade etme biçimi, eğlence aracı ve gelişim destekçisi olarak tanımladıkları belirlenmiştir. Öğretmenlerin yapılandırılmamış oyunlar esnasında fiziksel ortamı hazırlayan, oyun başlatan, gözlemci, oyun arkadaşı ve problem çözücü rollerini üstlenerek çocukların oyunlarına dahil oldukları bulunmuştur. Araştırmanın bulguları ilgili literatür çerçevesinde ayrıntılı bir şekilde tartışılmıştır.Öğe Çocuk, teknoloji ve medya: Okul öncesi ve sınıf öğretmenlerinin görüşleri üzerine bir çalışma(Ankara Hacı Bayram Veli Üniversitesi, 2018) Veziroğlu Çelik, Mefharet; Acar, İbrahim Hakkı; Bilikci, Ceren Aleyna; Şahap, Gülşah; Yalvaç, Büşra MeltemBu çalışmanın amacı, okul öncesi ve ilkokul birinci sınıf öğretmenlerinin eğitim uygulamalarında teknoloji ve medya kullanımlarına ilişkin görüşlerini incelemek ve her iki öğretmen grubunun teknoloji ve medya kullanımları arasındaki benzer ve farklı yönleri belirlemektir. Çalışmanın katılımcılarını 22 ilkokul birinci sınıf öğretmeni ve 26 okul öncesi öğretmeni oluşturmaktadır. Çalışmanın verileri alan uzmanı görüşleri ve ilgili literatür doğrultusunda hazırlanan yarı yapılandırılmış görüşme formu aracılığıyla elde edilmiştir. Toplanan verilerin analizi nitel araştırma yöntemlerinden içerik analizi yöntemiyle gerçekleştirilmiştir. İçerik analizi sonucu elde edilen temalar; teknolojinin eğitimdeki yeri, teknolojinin eğitim ortamında kullanımı, medya ve medyanın eğitimde kullanımı ve sosyal medya ve eğitimde kullanımı olarak belirlenmiştir. Elde edilen bulgulara göre teknolojinin eğitimde kullanımı temasına yönelik yapılan incelemede okul öncesi öğretmenlerinin teknolojinin zamandan tasarruf sağlaması ve çocukların farklı duyularını uyarması özelliğini; birinci sınıf öğretmenlerinin ise bilgiye kolay ulaşım sağlama özelliğini ön plana çıkardıkları belirlenmiştir. Okul öncesi öğretmenleri teknolojinin eğitim ortamında kullanımıyla ilgili olarak öğrenmenin kalıcı hale geldiğini vurgularken sınıf öğretmenleri eğitimde fırsat eşitliği sağlandığını ve anlamayı kolaylaştırdığını ifade etmişlerdir. Sosyal medyanın eğitimde kullanımı temasıyla ilgili olarak; okul öncesi öğretmenleri sosyal medyayı farklı etkinlik ve yöntemler bulma amacıyla kullanırken, sınıf öğretmenleri daha çok velilerle haberleşme amacıyla kullandıkları belirtmiştir. Çalışmada elde edilen sonuçlar ilgili literatür doğrultusunda tartışılmış ve erken çocukluk dönemi eğitim programlarında medya ve teknoloji kullanımına yönelik öneriler sunulmuştur.Öğe Children’s learning behaviors: Psychometric properties of the preschool learning behavior scale in Turkey(Ankara Hacı Bayram Veli University, 2018) Veziroğlu Çelik, Mefharet; Acar, İbrahim HakkıThe purpose of the current study was to adapt the Preschool Learning Behaviors Scale (PLBS), which was developed by McDermott, Leigh, and Perry (2002) to Turkish and examine reliability and validation. The PLBS is a 29-item scale that is designed to assess the learning- related behaviors of preschool children on three subscales: Competence/Motivation, Attention/Persistence, and Attitude Toward Learning. A total of 140 preschool children (59 girls, 81 boys) and their teachers were recruited in Istanbul for the current study. Children’s age ranged from 39 to 77 months (M= 62.56, SD= 8.52). Firstly, the PLBS was adapted to Turkish language and culture. The validity of the scale was measured by Confirmatory Factor Analysis and the difference between the Upper %27 and Lower %27 groups was tested. The internal reliability of the scale was calculated by Cronbach's alpha and McDonald’s Omega method. The results of the Confirmatory Factor Analyses showed that the scale has a three-factor structure as in the original version. The CFA model for the PLBS confirmed that there is a 3-factor model (? 2 = 699.443 (p < .001), CFI= 0.95, RMSEA= .07 (.07 to .09 at 90% CI), and WRMR = 1.20. Cronbach alpha and McDonald’s Omega for internal consistency showed the measure was reliable. The analyses showed that the PLBS is a valid, reliable tool for Turkish children.Öğe Children’s emotion regulation and attachment to parents: Parental emotion socialization as a moderator(Society for Personal Research, 2018) Ahmetoğlu, Emine; İlhan Ildız, Gökçen; Acar, İbrahim Hakkı; Encinger, Amy JohnsonWe examined the associations among parental emotion socialization, and children's emotion regulation and attachment to parents. In particular, we examined the moderating role of parental emotion socialization in the relationship between children's emotion regulation and attachment to parents. Participants were 78 Turkish children (49 boys) aged from 60 to 77 months and their parents. Parents reported on the socialization strategies they used for their children's emotions and on their children's emotion regulation, and we assessed children's attachment to parents via the Doll Story Completion Task. Results revealed that parents' minimization reaction to children's emotions moderated the association between children's emotion regulation and attachment to parents. When parents' response was punitive, children with poor emotion regulation displayed stronger attachment to parents than children with robust emotion regulation did. In addition, girls had a more secure attachment to parents than boys did. Our results highlight the importance of children's emotion regulation and parental emotion socialization for children's secure early attachment to parents.Öğe Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children's social competence and antisocial behavior(Springer, 2020) Acar, İbrahim Hakkı; Kutaka, Traci Shizu; Rudasill, Kathleen Moritz; Torquati, Julia; Coplan, Robert J.; Yıldız, SüleymanThe present study examined the concurrent contribution of Turkish children's temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children's temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children's temperament and teachers reported on their relationships with children as well as children's social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children's social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed.Öğe Family context of low-income young children and their self-regulation in the United States and Turkey(Routledge Journals, 2020) Veziroğlu Çelik, Mefharet; Garcia, Aileen; Acar, İbrahim Hakkı; Gönen, Mübeccel; Raikes, Helen; Korkmaz, Aysel; Uçuş, Şükran; Esteraich, Jan; Colgrove, AmyThe current study examines the contributions of family context (e.g. life events, home environments) to low-income preschool children's self-regulation (behaviour regulation and executive function) in the United States and Turkey. Participants were 1139 low-income children (486 from the U.S. and 653 from Turkey) and their parents. Children's self-regulation was assessed via structured tasks and family related variables such as life events, home environments, and demographic information were assessed via parent-report. Results from regression analyses showed that child's age-predicted behaviour regulation and executive function in children both from the U.S. and Turkey. Child gender, favouring girls predicted behaviour regulation and executive function and parent-child verbal interaction was associated with behaviour regulation only in the U.S. Family structure (favouring living in a two-parent household) predicted executive function and economic change predicted behaviour regulation in Turkey. Contributions and future directions were also discussed.Öğe Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?(Wiley, 2019) Acar, İbrahim Hakkı; Frohn, Scott; Prokasky, Amanda; Molfese, Victoria J.; Bates, John E.The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, and observers) and performance-based measures of focused attention in toddlers aged 30 (n = 147), 36 (n = 127), and 42 months (n = 107). Parents and secondary caregivers rated focused attention behaviours using the Children's Behaviour Questionnaire and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale. Toddlers' behaviours on three structured tasks (Token Sort, Toy Play, and Lock Box) were used to assess their performance-based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.Öğe Child-parent interactions in American and Turkish families: Examining measurement invariance analysis of child-parent relationship scale(Public Library of Science, 2020) Lucia Escalante-Barrios, Elsa; Marie Suarez-Enciso, Sonia; Raikes, Helen; Davis, Dawn; Garcia, Aileen; Gonen, Mubeccel; Veziroğlu Çelik, Mefharet; Hazer, Ramle GülThe parent-child relationship is a cornerstone of early childhood development and one-way early childhood programs can have a positive influence on early development is to adopt programmatic features to enhance this relationship. Research supports these conclusions in both U.S. and cross-cultural contexts, even though assumptions about parenting and the parent-child relationship may differ across cultures. However, for true understanding of cultural differences, it is important to have comparable measures across cultures. The purpose of the study is to assess measurement invariance of the two constructs of the Child-parent Relationship Scale using data gathered in programs serving low-income preschool children in the U.S.(n = 4,450) and Turkey (n = 592) from 2014 to 2015. Using Single-group Confirmatory Factor Analysis, the original factor structures of the Turkish and the English versions were tested. Besides, Multigroup Confirmatory Factor Analysis provided evidence for configural, metric, scalar invariance, strict factorial invariance or error variance invariance and construct level invariance across the two versions. Only configural invariance was established, which showed an agreement for the existence of an underlying theoretical construct for each subscale (Conflict and Closeness) of the Turkish and the English versions. However, item CPRS 4 was a non-significant item for Conflict in the Turkish version that affected the possibility to conduct further analyses. Findings encourage researchers to propose and assess cultural and linguistic adaptations for the Child-parent Relationship Scale before cross-cultural comparisons related to family relationships.Öğe The characteristics of elementary school teachers' lifelong-learning competencies: A convergent mixed-methods study(Edam, 2017) Acar, İbrahim Hakkı; Ucuş, ŞükranThis study aims to address the characteristics of elementary school teachers' lifelong-learning competencies using a convergent parallel mixed methods design. The participants are 203 elementary school teachers (71.9% female, 28.1% male) for the quantitative strand of the study and 25 randomly selected elementary school teachers for the qualitative strand. Teachers report their lifelong-learning competencies in the quantitative strand, and semi-structured interviews are conducted with teachers in the qualitative strand. Quantitative data are analyzed using cluster analyses, and qualitative data are analyzed using an open-coding system, after which the quantitative and qualitative results are merged. Cluster analyses show teachers to be categorized into three cluster groups (high, medium, and low) that reflect their lifelong learning self-management, learning-how-to-learn, initiative and entrepreneurship, information acquisition, decision-making, and digital competencies. The results also show teachers to differ in their competencies depending on which cluster group they belong to. Teachers in the high cluster group show higher levels of lifelong learning competencies, whereas teachers in the low group show lower levels. The qualitative analyses from the interviews consistently show teachers to have similar perceptions of lifelong learning that reflect the cluster group they belong to from the quantitative strand. Findings from the current study highlight the importance of lifelong learning competencies in the teaching profession.Öğe Difficult temperament and children’s peer relations: The moderating role of quality of parent–child relationships(Routledge, 2019) Acar, İbrahim Hakkı; Pérez-González, Sam; Kutaka, Traci Shizu; Yıldız, SüleymanThe current study is an examination of contributions of difficult temperament and qualities of parent–child relationship to Turkish children’s peer relations, with a specific focus on the moderating role of parent–child relationships (closeness and conflict) on difficult temperament when predicting children’s peer relations. Participants were 94 children (56 boys) with the mean age of 7.05 years (SD? =?.88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on parent–child relationships and child temperament, and teachers reported on peer relations. Results from the hierarchical regression analyses showed that parent–child conflict was negatively associated with children’s peer relations. Parent–child conflict moderated the association between children’s difficult temperament and their peer relations. Children who experienced low levels of parent conflict and were not temperamentally difficult showed more positive peer relations as rated by their teachers. Limitations and future directions of the current study are discussed.Öğe Examining the association between executive functions and developmental domains of low-income children in the United States and Turkey(SAGE Publications Inc, 2019) Gönen, Mübeccel; Güler Yıldız, Tülin; Ülker-Erdem, Ayça; Garcia, Aileen; Raikes, Helen; Acar, İbrahim Hakkı; Özkan-Yıldız, Feyza; Karlıdağ, İpek; Uçuş, Şükran; Davis, Dawn L.This study examined the relations between executive functions and developmental domains of preschool children from low-income families through an intercultural perspective in the U.S. and Turkey. A total of 471 children and their primary caregivers participated in the Turkey part of the study, while 286 children and their parents engaged in U.S. sample. Regression analyses revealed that fine motor, problem solving, and executive functions of children between two contexts were significantly different from each other. In the U.S., executive functions predicted communication, problem solving, and fine motor development, whereas in the Turkish sample, executive functions did not predict domain scores. Child gender predicted four of five developmental outcomes in the U.S., whereas maternal education predicted two of five outcomes in Turkey. In addition, invariance testing demonstrated that predictors to outcomes were not significantly different between the two countries. Country differences from the first set of outcomes were explained in the context of the research sites, children's socialization, and cultural expectations surrounding child development. This study raises questions about relations between executive functions and developmental domains for future research.
