The purpose of this exploratory study was to determine whether projective techniques could identify long-term consequences among children stemming from exposure to a traumatic event. The first group of children (n = 53; 26 female, 27 male) experienced 2 major earthquakes at age 7, 3 months apart, in Turkey, while a similarly matched control group (n = 50; 25 female, 25 male) did not. Both groups of children (current age: 9) completed a series of short stories related to disastrous events. Results indicated that the traumatized group evinced a range of trauma-related symptoms 2 years after experiencing the earthquakes.

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The present study is designed to examine preschool children's (4-5 and 6 years old) attitudes toward unstructured materials and to take their divergent ideas about these materials. Paper napkin, a plastic bottle, bottle lid, toilet paper roll, a piece of white string, a plastic spoon and a 10x10x10 cm³ sized box were used as unstructured materials. 126 children (58 female, 68 male) were selected from four state preschools. For originality scores first an originality index was prepared. Children who gave similar answers scored as 1, children who gave answers that were rarely given by other children, scored 2 and children who gave answers that were not given by others, scored 3. Children's usage of materials and answers were analyzed as originality and fluency by two blind coders. It was found from the study that, most of the children preferred to use materials in usual and ordinary ways, only few children were found to use them creatively as play materials. The results showed that most of the children cannot be able to use the unstructured materials as play materials creatively. Gender difference was found significant in the usage of plastic spoon, box and bottle. Girls tended to use napkin and bottle lid creatively and symbolically as domestic play toy, on the other hand boys had a tendency to use the box and plastic spoon creatively and symbolically. The age factor was also found significant, older children tended to use the materials more creatively than the younger ones.

Çelebi Öncü, E. (2016). Etkileşimli kitap okumanın beş-altı yaş çocuklarının sosyal durumlara yaklaşımlarına etkisinin incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 489-503. 489Ana Dili Eğitimi Dergisi Journal of Mother Tongue Education www.anadiliegitimi.com Geliş/Received: 01.07.2016 Kabul/Accepted: 18.10.2016 Etkileşimli Examining the Effects of Parental Dialogical Book Reading on Preschool Children's Approaches to Social Conditions AbstractThis study focuses on the parental dialogical book reading process to help 5-6 year-old preschool children understand the main themes of the stories read to them and characters' social characteristics and to support their views on friendship, helping, and sharing skills. The study was conducted in the 2015-2016 academic year in the Kocaeli University Kindergarten. For the sample, 20 children between the ages of 60-66 months who were attending the kindergarten at the time and their parents were selected. Children who had taken the dialogical book reading course with their parents, attended the kindergarten regularly, and had no handicaps and their parents who voluntarily intended to participate were included in the study. Those children were placed in the experiment group. 20 other children in the same kindergarten who had not taken the dialogical book reading course with their parents formed the control group. The results indicated that the children who had taken the dialogical book reading course with their parents displayed significant differences in understanding social situations and context, proposing positive solutions to social problems, and ending unfinished social stories positively compared to the children who had not taken the course with their parents . The results showed the importance of parental dialogical book reading by parents on supporting their children's social development.