Okul Öncesi̇ Dönem Çocuklarinin Sosyal Beceri̇ Düzeyleri̇ni̇n Anneleri̇ni̇n Empati̇ Beceri̇leri̇ İle İli̇şki̇si̇

Atmaca, Rana Nur; Akduman, Gülümser Gültekin; Sarıbaş, Merve Şepitci

doi:10.17755/esosder.734518

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…However, no significant difference was found based on gender in terms of personal care skills 38 . In another study, the scores obtained from the "Social Skills Scale Based on Gender" indicated that female children (43.65) managed their emotions better than male children (39.26), supporting the idea of gender-related differences in social skills 39 . In our study, 29.9% of female children demonstrated advanced social skills and self-care development, while 19.0% of male children exhibited advanced development.…”

Section: Discussionmentioning

confidence: 84%

Examination of psycho-motor development of children who were 6–36 months in the COVID-19 stay-at-home period

Kılıç,

Koçak

2023

Sci Rep

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This study aims to examine the pandemic's effect on the psycho-motor development of children aged 6–36 months during the Covid 19 pandemic period and now aged 2–5 years. This study was cross-sectional and children (n = 150) aged 2–5 years were included in the study. Data were collected using the Ankara Developmental Screening Inventory (ADSI) in 2022. The proportion of children included in the study who have general development, language-cognitive, fine motor, gross motor, and social skill-self-care development levels at a delay-suspiciously were 25.4%, 18.0%, 58.7%, 22.0%, and 25.3%, respectively. Children's overall development and specific areas of development are more positively affected by the younger age of the child. Additionally, shorter pregnancies, earlier pregnancies, and father involvement in childcare all have positive effects on child development. During the pandemic period, the fact that older children stay at home has further negatively affected their development. Fine motor development was most negatively affected.

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Section: Discussionmentioning

confidence: 84%

Examination of psycho-motor development of children who were 6–36 months in the COVID-19 stay-at-home period

Kılıç,

Koçak

2023

Sci Rep

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“…Social skills include establishing positive relationships with peers, considering the norms of the social environment, protecting others' rights, respecting others' feelings, gaining a sense of belonging to society, adopting society's value judgments, taking responsibility, and being loved and respected by others (Çubukçu & Gültekin, 2006). There is a breadth of studies on these social skill variables in early childhood (Atmaca et al, 2021;Başar, 2013;Can-Yaşar, 2011;Demiriz & Dinçer, 2000;Gizir & Baran, 2003;Gülay, 2011;Gültekin-Akduman et al, 2015;Kandır & Alpan, 2008;Koçak & Tepeli, 2006;Orçan & Deniz, 2006;Özbey, 2012;Tanrıverdi & Erarslan, 2015). Social competence, defined as the ability to establish close relationships with others, is a phenomenon influenced by the relationships among sociocultural contexts.…”

Section: Introductionmentioning

confidence: 99%

The Relation between Social Development Indicators in Early Childhood and Parenting Practices

ERGİN¹,

ERGİN

KILIÇOĞLU

2023

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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The first institution in which a child interacts with his/her social environment is the family. At this point, parenting practices take their place as an important concept in the literature. The concept of social competence is based on the interaction of individuals with sociocultural contexts such as family, school, and peer relations. Early childhood is a critical phase for promoting social competence in children. In this sense, the research examines the relationship between the parenting practices of parents and their children's social development. A relational screening method was used in the quantitative designed research. In the first step of the study, the validity and reliability analyses of the Social Skills Scale for Preschool Children (SSS) were made. 301 parents participated in the analyses. In the second step of the study, the relationship between children's social development indicators and their parents' parenting practices was examined. In this context, 226 children and their parents participated in this study. In the study, the Personal Information Form, and SSS filled by teachers for children to evaluate children's social skills, and the Parenting Practices Scale-Preschool Form to evaluate parenting practices of the parents of the children participating in the research were used. It was concluded that the SSS for preschool children, which was adapted into Turkish within the scope of the study, consisted of three sub-dimensions. These are; cooperation, self-control, and interpersonal relationships. According to the results of the reliability analysis of the scale, the total α coefficient was .96, while the total variance explained because of the construct validity was 69,66. According to the results of the research, the SSS consisting of 3 factors and 24 items adapted into Turkish is a valid and reliable tool. In the study, the correlation value between the scales was also calculated to examine the relationship between children's social development indicators and their parents' parenting practices, and no significant relationship was found between the scales.

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“…Çocuğun en yakın çevresi ve en önemli ilişkileri ana-babasıyla olan ilişkidir ve bu ilişkinin sağlıklı olması çocuğun çevresine uyum gösterebilmesinde önemlidir (Günalp, 2007). Öyle ki kalıtımsal ya da çevresel birçok etken çocuğun hayata ve kendisine karşı bakışını etkilemekte uyumlu, uyumsuz birçok davranışın oluşmasına sebep olmaktadır (Aslan, 1992;Atmaca, Gültekin-Akduman & Şepitci-Sarıbaş, 2021;Çağdaş & Seçer, 2006;Oğuz, 2006).…”

Section: Introductionunclassified

5-6 Yaş Çocuklarin Bakiş Açisi Alma Beceri̇leri̇ İle Davraniş Problemleri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

ALTINDAL,

SOP

2023

Trakya Eğitim Dergisi

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Araştırmada, 5-6 yaş çocukların bakış açısı alma becerileri ile davranış problemleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, 2020-2021 eğitim-öğretim yılında Burdur ilinde Milli Eğitim Bakanlığı’na bağlı okul öncesi eğitim kurumlarında öğrenim gören 5-6 yaş grubu 276 çocuk oluşturmuştur. Araştırmada veri toplama araçları olarak; “Çocuklar İçin Bakış Açısı Alma Testi (ÇBT)”, “Okul Öncesi Davranış Sorunları Tarama Ölçeği (OÖDSTÖ)” ve araştırmacı tarafından hazırlanan kişisel bilgi formu kullanılmıştır. Verilerin analizinde çocukların bakış açısı alma becerilerinin, bazı değişkenlere (cinsiyet, yaş, doğum sırası, kardeş sayısı) göre incelenmesinde t-test ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Ayrıca 5-6 yaş çocukların bakış açısı alma becerisi ile davranış problemleri arasındaki ilişkiyi incelemek amacıyla pearson korelasyon analizinden yararlanılmıştır. Araştırmanın sonuçlarına göre; çocukların bakış açısı alma becerileri, cinsiyet, yaş, kardeş sırası, doğum sırası değişkenlerine göre anlamlı farklılık göstermektedir. Araştırmadan elde edilen diğer bir sonuca göre; çocukların davranış problemleri ile bakış açısı alma düzeyleri arasındaki ilişkinin düşük düzeyde, negatif yönde olduğu ve istatistiksel olarak anlamlı bulgusuna ulaşılmıştır. Araştırmada elde edilen bu sonuca göre; bakış açısı alma becerisine sahip çocuklar daha az davranış problemi göstermektedir. Çocukların bakış açısı alma becerisi ile davranış problemleri arasındaki ilişkinin belirlenmesi, çocukların sosyal ve duygusal gelişimlerini destekleyecek müdahale programlarının hazırlanması bakımından önemli görülmekte ve araştırmanın, ilgili alanda yapılacak diğer çalışmalara fayda sağlayacağı düşünülmektedir.

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Okul Öncesi̇ Dönem Çocuklarinin Sosyal Beceri̇ Düzeyleri̇ni̇n Anneleri̇ni̇n Empati̇ Beceri̇leri̇ İle İli̇şki̇si̇

Cited by 6 publications

References 4 publications

Examination of psycho-motor development of children who were 6–36 months in the COVID-19 stay-at-home period

Examination of psycho-motor development of children who were 6–36 months in the COVID-19 stay-at-home period

The Relation between Social Development Indicators in Early Childhood and Parenting Practices

5-6 Yaş Çocuklarin Bakiş Açisi Alma Beceri̇leri̇ İle Davraniş Problemleri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

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