Bu araştırmanın amacı; okulöncesi öğretmenlerin sınıf içerisinde oluşan zorbalık davranışları ile ilgili tespitleri, görüşleri ve zorbalık davranışları karşısında ve önlem olarak uyguladıkları stratejilerinin belirlenmesidir. Okulöncesi öğretmenlerin algı ve görüşlerini belirlemek için "yarı yapılandırılmış görüşme formu" kullanılmıştır ve her bir öğretmen ile bireysel görüşmeler yapılmıştır. Verilerin değerlendirilmesinde betimsel analiz kullanılmıştır. Yapılan betimsel analizi sonucunda, Okulöncesi öğretmenlerinin sınıf içerisinde zorbalık davranışların içeriklerini tanımlayabildikleri görülmüştür. Öğretmenler, en sık fiziksel zorbalık ve sözel zorbalık sınıf içerisinde gözledikleri, zorbalığın nedenleri olarak en fazla aile faktörünün etki ettiğini, zorbalık davranışlarıyla en çok karşılaştıkları yer ise sınıf içi olduğu, etkinlik olarak en çok serbest zaman etkinliği, olduğunu, fiziksel olarak yaşıtlardan büyük(iri-kilolu) olan çocukların daha çok zorbalık davranışlarında bulundukları, pasif ve çekingen ile fiziksel olarak zayıf-güçsüz çocukların en fazla kurban oldukları, zorbalık davranışları karşısında, en fazla çocuk ile davranışı hakkında konuşmak stratejilerini uyguladıkları, zorbalık davranışlarını önlemek için ise "Kuralları görsel olarak oluşturmak"çalışmaları yaptıkları ifadelerinde belirtilmiştir.

Behavior regulation skills are associated with early academic skills in pre-school children in the studies. In addition to this, limited number of studies has been shown relations between behavioral regulation skills and early literacy skills; phonological awareness, matching images and pre-writing skills. The study aims at assessing the relation between phonological awareness, matching images and pre-writing skills which are early literacy skills and behavior regulation skills in preschool children with regard to age, gender, period of attending school, number of siblings.144 pre-school children, 68 of whom are girls and 76 boys, participated from Bursa central districts in the research. Results show that behavior regulation skills are associated with phonological awareness and pre-writing skills. When age increases, phonological awareness scores and matching images scores increase; according to number of siblings, there is a statistically significant difference pre-writing skills scores; period of attending school does not affect phonological awareness scores, matching images scores and pre-writing skills; there is a statistically significant  difference between pre-writing scores by gender; the difference shows that girls’ pre-writing scores are higher than the boys’ pre-writing scores.

The aim of this study is to determine how the 5-6 year-old preschool children evaluate the humour through pictural analysis of their drawings about humour. The study was conducted with 52 preschoolers aged 5-6 at independent preschools attached to the Ministry of National Education. The data were collected through drawing and interview techniques. The obtained data were analysed by using the content analysis technique. The drawings by the preschoolers were found to support the Absurd Theory, the incongruity and the stages of development in humour, Bariaud's and McGhee's theories about the preschoolers and their styles of expressing the humour.

In this study, the direct and indirect relationships of children’s self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children’s teachers. For determining the children’s self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children’s self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies.

Abstract:The aim of this study is to examine the effects of a "Healthy Relationship Development Program" on the conflict levels of female adolescents during their romantic relationships. A pre-test-post-test comparison design was used and there was also a control group. Adolescent girls (aged 18-19 years) who were in a relationship with a romantic partner were included in the study. These girls were selected among students who continued their education in the Inegol Vocational School of Uludag University in Bursa. Experimental and control groups were separately composed of 25 female adolescents. A "Personal Information Form", "Conflict in Female Adolescent Dating Relationship Inventory (CADRI)" and "HealthyUnhealthy Relationship Information Form and Program Evaluation Form" were used. The pre-test was applied to both control and experimental groups. Then, the "Healthy Relationship Development Program" (16 sessions) was performed. After implementation of the program, the post test was carried out on the test and control groups. Relational aggression and the physical, sexual and verbal-emotional abuse levels of female adolescents decreased through the effect of the "Healthy Relationship Development Program". Furthermore, it was determined that adolescent girls" knowledge of healthy/unhealthy romantic relationships was improved.