This study investigates the effect of Early Numeracy Program on the development of number concept in children at 48-60 months of age. The study was carried out in the central district of a province (Mugla/ Mentese) in the Aegean region of Turkey. The study group of the research included 78 children (40 in experiment group, 38 in control groups) attending two different kindergartens in the central district of the aforementioned province. In this study in which quasi-experimental design with pre-test-post-test control group was used the data were collected with Early Numeracy Assessment and Number Development Assessment Tool. SPSS was used for data analysis and whether there was a significant difference between the mean scores of the experimental and control groups in terms of pretest, post-test, and follow-up test was checked using Independent Samples t-Test and Dependent Samples t-Test. Early Numeracy Program supported with educational material was applied to children for 2 days a week over a period of 12 weeks. In the statistical analysis, it was found that the mean post-test scores of the children in the experiment group were significantly higher than the mean scores of the children in the control group. As a result, it was determined that the applied Early Numeracy Program significantly increases the level of development of number concept for children at 48-60 months of age.

This study aimed to investigate the relationship between fathers and their children at preschool level from low socioeconomic status according to some variables. The population of the study included the fathers of preschoolers attending to child care centers in Afyonkarahisar, all of which were affiliated to Ministry of National Education. However, 245 fathers whose children were attending to one of the child care centers in Afyonkarahisar during the 2012-2013 academic year, were included in the study group. As a data collection instrument, "ChildrenParent Relationship Scale" was used. While analyzing the data, as a result of Kolmogorov-Smirnov (K-S) normality test, Mann Whitney U Test for comparing two groups and Kruskal Wallis H Test for the comparison of more than two groups were used. The findings showed that the child's gender and number of children in the family affected father-child relationship whereas birth order and father's level of education did not.

In this study, which aimed to investigate the pre-service teachers' awareness levels regarding the signs of physical abuse in children, the sample included 173 subjects from the department of Early Childhood Education, 241 from Elementary Education, 221 from Social Studies Teaching and 129 subjects from the department of Turkish Teaching for a total of 764 pre-service teachers at the Faculty of Education. To collect data, a general information form including demographic characteristics of pre-service teachers and "Physical Abuse Signs Rating Scale" developed by Erol (2007) were used. According to the findings, the difference between Physical Abuse Signs Rating Scale's states, behavioral characteristics and parent behaviors subtest scores according to pre-service teachers' gender, field of study and years of study was not statistically significant whereas the difference between the state and behavioral characteristic scores according to pre-service teachers' educational status regarding child neglect and abuse was found out to be significant.Keywords: child neglect and abuse, physical abuse, pre-service teachers Extended AbstractPurpose and Significance: Physical abuse is the physical damage and deterioration of the integrity of children's body by the people who are responsible for caring for them (Polat, 2007;Yolcu, 2009;Wood & Ludwig, 2010). Physical abuse is a problem emerging primarily within the family environment; however, in the process it also manifests itself in other environments responsible for the care of children. As the children spend most of their time at school, apart from the time spent at home, school setting is important in that it provides opportunity for the teachers to identify child abuse and prevent it (Baginsky). It is crucial for the teachers, who have a subsidiary role in the lives of children, to develop awareness regarding abuse phenomena in the sense of protecting children (Goldman, 2005;Walsh, Bridgstock, Farrell & Schweitzer, 2005). On the other hand, teachers should be pre-service trained to qualify the needs to deal with child neglect and abuse in order to learn preventive issues and develop their professional skills and knowledge. From this point of view, the study aimed to investigate the pre-service teachers' awareness levels regarding the signs of physical abuse in children. Methods:This study, which is descriptive and follows the principles of a survey design, encompasses a population including 904 pre-service teachers who were either in their first or fourth years at Afyon Kocatepe University, Faculty of Education. Since the population size is not considerably large, the researchers decided not to do some sampling; thus, the population is also assumed to be the sample of the study because of its convenience. 140 pre-service teachers were left out since they were not willing to participate. In the end, the sample included 173 subjects from the department of Early Childhood Education, 241 from Elementary Education, 221 from Social Studies Teaching and 129 subjects from the dep...

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In this study, it was aimed to carry out the validity and reliability study of Number Sense Screener (NSS)’s Turkish version for 60-71 year-old children. The universe of the study in which general survey model was used consists of children at 60-71 years of age, who were continuing their education during the spring term of academic year 2017-2018 in public and private kindergartens under the Ministry of National Education within the central district of Aydin/Turkey. As for the sample of the study, 658 children contunuing their education in 12 different preschools pre-determined according to socioeconomic status (low-middle-high) were included through systematic sampling method. Validity and reliability studies were carried out using data from the NSS application. Drawing from the analyses, it was determined that item difficulty values of the assessment tool ranged between 0.08 and 0.96, item discrimination indices ranged between 0.17 and 0.53 and item infit and outfit values ranged between 0.50-1.50. Having used Guttman's lambda-2, Alpha coefficient, Feldt-Gilmer coefficient, Feldt-Brennan coefficient and Raju's beta coefficient, it was determined that reliability coefficient calculated for the entire assessment tool varied between .826 and .837. Following DIF analysis, it was concluded that assessment tool items were not biased towards gender. According to the results of the study, it was concluded that the Turkish version of NSS is a valid and reliable assessment tool for assessing the number sense of children at 60-71 months of age.