Bu çalışmanın amacı özel gereksinimli karakterler içeren çocuk kitaplarının niteliklerinibetimleyerek okul öncesi eğitimde özel gereksinimli bireylere yönelik farkındalık geliştirmek içinbaşvurulabilecek kitapları belirlemektir. Bir doküman incelemesi olan bu nitel çalışmada özelgereksinimli karakterler içeren çocuk kitaplarının içerikleri değerlendirilmiştir. Örnekleminbelirlenmesinde Türkiye’de kitap satışı yapan üç web sitesi ve çeşitli yayınevlerinin web siteleritaranmış ve ulaşılabilir örnekleme ile toplam 58 çocuk kitabına ulaşılmıştır. Bu kitaplardan seçimölçütlerini karşılayan 20 tanesi belirlenmiştir. Kitaplar, araştırmacılar tarafından uluslararası biraraç kullanılarak değerlendirilmiş ve puanlayıcılar arası güvenirlik hesaplanmıştır. Bulgular,kitapların genel özellikleri, kişisel tasvirler, sosyal etkileşimler ve özel gereksinimli karakterlerindeneyimlediği örnek uygulamalar açısından olumlu veya kabul edilebilir nitelikte bulunaneserlerin özel gereksinimli bireylere yönelik farkındalık geliştirmede öğretmenler tarafındankullanılabileceğine işaret etmektedir. Ancak, bazı kitaplar için duyulan uyarlama gereksinimi, bazıyetersizliklerin kitaplardaki düşük temsili ve Türkçe yazılmış kitapların sayıca azlığı özelgereksinimli karakter içeren okul öncesi çocuk kitapları konusunda önemli bir boşluğa işaretetmektedir.
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Children with Down syndrome (DS) usually pass through the same stages in the same order inall areas of development, just like other typically developing children. However, this developmentoccurs more slowly and with some differences in children with DS. At this point, it is very importantto start early intervention services for these children and their families as soon as possible. Nowadays, family participation, parent-child interaction, natural setting practices, and the teaching offunctional skills emerge as important issues in the early intervention programs presented toyoung children with DS and their families. In this context, it is observed that studies on parentimplemented early intervention practices have increased, especially in recent years. These practices aim to teach evidence-based strategies to parents, to support the development of youngchildren at the maximum level by transferring these strategies to daily routines and implementingthem, to increase parental competencies and strengthen them. These practices are observed tovary according to the needs of children and their families and be included in different applicationmodels. In Turkey, early intervention studies have been conducted on young children with DSand their families. However, these studies are very limited. In this study, it was aimed to revealthe trends changing from past to present with regard to early intervention studies performed foryoung children with DS and their families in the world and in Turkey. It is thought that this studywill contribute to researchers and practitioners working with children with DS and their familiesand will guide the planning of future studies.
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The purpose of this study is to examine the opinions, suggestions and findings of the report emerged as results of Awareness of Early Childhood Period Workshop organized by Association for the Development of Early Childhood Education in Turkey that is the representative of OMEP in Turkey. The topics covered in the workshop concerning early childhood are education, migration, neglect and abuse, values and family in social context. Discussions were held in the groups based on these topics to identify problems and offer solutions to current problems. Document review from one of the qualitative research methods was used to examine the report. The report was analyzed by content analysis. Based on these they were coded and themes were created. These themes were "Problems-Suggestions on the Functioning of the State and Institutions", "Problems and Suggestions from Individuals", "Problems-Suggestions Based on Society". Findings showed that there are limitations in Turkey in terms of reaching facilities in early childhood so poor or/and immigrant children have become even more limited in this respect. In addition to this, it was emphasized that there are inadequacies in teacher training institutions and in the quality of teachers and various suggestions were given about the studies to be done in order to increase teacher training system and teacher quality. Various solutions and models have proposed in order to realize implementations taking high benefit of children into consideration
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Preventing antisocial behaviors appearing at an early age--before they become chronic--through effective early intervention programs, has become an important issue in recent years. In Turkey, the increase in the number of children at risk of antisocial behavior makes it necessary to get these behaviors under control at an early age through some effective and systematic programs. Nevertheless, in Turkey, the number of studies on this subject is limited. Therefore, this study aims to explore the effectiveness of the preschool version of the First Step to Success (FSS) early intervention program on antisocial behaviors and social skills of Turkish children aged 36-72 months, who are at risk of antisocial behaviors. The study comprises a pretest-posttest experimental design with a control group. At the end of the study, the total problem and externalized problem behaviors of children in the experimental group decreased significantly. However, the program implementation did not result in a significant difference between experimental and control groups in terms of social skills. Regarding social validity findings, the majority of teachers and parents were happy with the program.
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This study aims to describe the views of teachers, parents, and FSS-PSV counselors on the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in preventing antisocial behaviors; in addition, the implementation process and contributions from the program will also be outlined. The study was conducted in six different preschools in Eskisehir, Turkey. Participants of the study were 11 preschool teachers, 11 parents, and six FSS-PSV counselors. Data were collected through semi-structured interviews. Descriptive analysis was used in analyzing the data. As a result, children who were identified as target students of the FSS-PSV program revealed having antisocial/problem behaviors. These behaviors particularly involved physical aggression and incompetency in social skills. The majority of teachers and parents stated that those behaviors stemmed from family-related reasons. To cope with antisocial/problem behaviors, the teachers preferred to talk to a student about his/her behavior, use the in- and out-of-class break technique, and reward positive behaviors. Parents preferred talking to the child or punishing them. Qualitative findings of this study support the findings of studies on the effectiveness of FSS-PSV through quantitative methods in literature. Similarly, most of the participants in this study provided positive feedback on FSS-PSV, and changes were observed concerning the antisocial/problem behaviors of the children
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Erken çocukluk veya ilkokul dönemi çocuklarında antisosyal davranış gösterme riski ve bu çocuklarda antisosyal davranışların tamamen yerleşmesi giderek artmaktadır. Antisosyal davranışlar, içinde bulunduğu çevreye uyum sağlamada zorlanma, toplumun kurallarına aykırı davranma, istendik yönde davranmama veya toplumun geneli tarafından olumsuz olarak kabul edilen davranışlardır. Bu davranışlara ilkokul üçüncü sınıfa kadar etkili bir müdahalede bulunulmazsa antisosyal davranış kalıcı olabilmekte ve çözümü daha geç ve güç olmaktadır. Dolayısıyla etkili erken müdahale yöntemleri antisosyal davranışları önlemede ön plana çıkmaktadır. Başarıya İlk Adım (BİA) Erken Eğitim Programı etkililiğini kanıtlamış programlardan birisidir. Bu anlamda bu araştırmada antisosyal davranışları önlemeye yönelik Başarıya İlk Adım Erken Eğitim Programının etkililiği ile ilgili yapılan bilimsel çalışmaların ayrıntılı analizi yapılmıştır. BİA okul ve evde uygulanan bir programdır. BİA, Tarama/Tanılama, Sınıf ve Ev olmak üzere üç modülden oluşmaktadır. Araştırmanın sonucunda, BİA'nın antisosyal davranışları önlemede etkili bir yöntem olduğu, programı uygulayan öğretmen ve ailelerin programın sonuçlarından memnun oldukları görülmüştür
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