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The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The "Personal Information Form", the "Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)", the "Social Competence and Behavior Evaluation-30 (SCBE-30)" and the "Emotion Regulation Checklist" were used as data collection tools.As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children's "Social Competence" subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn't differentiated according to age and gender of the child; however the average scores of PARQ's "Warmth/Affection" subscale have been differentiated in favor of the girls. It has been found that "Social Competence" and "Anger-Aggression" subscales of SCBE-30 were significantly differentiated according to gender; "Anger-Aggression" scores of the boys were higher than the girls, whereas "Social Competence" scores of the girls were higher than the boys. Moreover, it has been found that "Lability-Negativity" subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child's social competence and emotional regulation skills increase as the age increases.

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The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching Department at Marmara University, Istanbul, Turkey. All of the candidates volunteered to participate to the study. The Demographic Form, The Metacognitive Awareness Inventory (MAI) and The Self-Directed Learning Readiness Scale (SDLRS) were used as the data collection tools. The academic achievement was determined by looking the grade point average of teacher candidates. The results of the research indicated that there was not a significant relationship between the level of metacognitive awareness and self-directed learning readiness with academic achievement of teacher candidates. A moderate relationship between the total scores of the metacognitive awareness and self-directed learning readiness was found.

The aim of this research is to develop a scale aiming to measure the effects of digital games on children during early childhood period according to parent perceptions. In the course of developing the scale items, related literature was reviewed in detail and relevant scales and the previous research carried out were examined. After the expert opinions were obtained, the scale was sent to the families of 1500 children by administrators and teachers who worked in the primary schools and kindergartens, which were randomly selected and were affiliated to the Provincial Directorate of National Education of Istanbul. 731 data were included in the survey. 342 girls and 389 boys aged between 55-95 months constituted the sample of the research. The data regarding the children were gathered by means of forms filled out by their parents. In order to determine the construct validity of the scale, exploratory factor analysis, which is one of the principal component analyses, was applied. As a result of the analysis, the KMO value was found as .90. The total variance explained is 63.40%.Factor load values were found to be ranging from .87 to .54. The internal consistency coefficient of the total scale was found to be .91. Internal consistency coefficients of the factors were .82 for entertainment, .90 for learning, .86 for physical, .87 for social dimension and .84 for emotional dimension. Analyses showed that the "Effects of Digital Games in Early Ages Scale" which is a scale of 25 items, is a valid and reliable scale. Bu araştırmanın amacı dijital oyunların erken çocukluk dönemindeki çocuklar üzerindeki etkilerini ebeveyn algısına göre değerlendirmeyi amaçlayan bir ölçme aracı geliştirmektir. Ölçek maddelerinin geliştirilmesi aşamasında öncelikle ilgili literatür ayrıntılı biçimde taranmış, geliştirilen ilgili ölçekler ve yapılmış araştırmalar incelenmiştir. Oluşturulan ölçek, uzman görüşü alındıktan sonra İstanbul İl Milli Eğitim Müdürlüğü'ne bağlı olan ve rastgele seçilen ilkokullarda ve anaokullarında görev yapan idareciler ve öğretmenler tarafından 1500 çocuğun ailesine gönderilmiştir. 731 veri araştırmaya dahil edilmiştir. Araştırmanın örneklemini yaşları 55-95 ay arasında değişen, 342 kız ve 389 erkek çocuk oluşturmaktadır. Çocuklar ile ilgili bilgiler annebabaların doldurmuş olduğu formlar aracılığıyla toplanmıştır. Ölçeğin yapı geçerliğini belirlemek amacıyla temel bileşenler analizlerinden açımlayıcı faktör analizi uygulanmıştır. Analiz sonucunda KMO değeri .90 olarak ortaya çıkmıştır. Açıklanan toplam varyans % 63.40'tır. 5 boyuttan oluştuğu ortaya çıkan ölçeğin faktör yük değerleri .87 ile .54 arasında değişmektedir. Yapılan güvenilirlik analizi sonucunda toplam ölçeğin iç tutarlılık katsayısının .91 olduğu tespit edilmiştir. Faktörlerin iç tutarlılık katsayıları ise eğlenme boyutu için .82, öğrenme için .90, fiziksel için .86, sosyal için .87, duygusal boyut için ise .84'dir. Yapılan analizler 25 maddeden oluşan "Erken Yaşlarda Dijital Oyunların Etkileri Ölçeği"nin geçerli ve güvenilir bir ölçek olduğunu gösterm...