Background: Children's eating habits and their food consumption have direct relations with obesity, diabetes, cancers, hypertension and coronary heart disease. Television advertisements directly ...affect children's eating habits and their food consumption. This study was conducted in order to examine television advertisements and children's food consumption while watching television and their desire to purchase goods that they see on television advertisements.
Methods: In the first stage of the study, content analysis of the television advertisements was conducted. In the second stage of the study, a questionnaire (check list) was developed in order to examine children's food consumption while watching television and their purchasing requests while shopping in the supermarket. It was given to 347 mothers who have children aged between 3 and 8 years.
Results: When the results of the study were examined it was found that the time devoted to children's programs was approximately 121 min and the advertisements during this period were approximately 35 min. A total of 344 of the 775 television advertisements shown were related to food. It was also found that most of the food advertisements were about candy/chocolate, chips, milk and milk products such as cheese, yoghurt, and breakfast cereals. The results also revealed that 89.6% of the children either drank or ate something while watching television and the food they consumed most while watching television were fruits, soft drinks, popcorn/nuts, cake, chips and candy/chocolate. The results also revealed that 40.3% of the children asked their parents to purchase the goods that they saw on the television advertisements and that 8.9% of them argued with their parents and/or cried in order for their parents to buy that particular product. It was found that the children tended to request more sweetened products such as candy, ice‐cream, biscuit, cake or soft drinks.
Conclusion: More than half of the food presented in television advertisements were rich in fat and sugar. Children ask their parents to buy the goods they see on television advertisements both while watching television and while shopping. Television advertisements especially affect young children's unhealthy food consumption.
The aim of the study is to investigate emotional socialization behaviors of mothers having preschooler in relation to the child's gender, education and socioeconomic level of the mother. In the ...research, a correlational survey model was used. The participants of the study consisted of 303 mothers having children aged 4-6 with low, middle and high socioeconomic living conditions. The data of the study were collected with the Coping with Negative Emotions of Children Scale and Personal Information Form. T-test and variance analysis were used to analyze the data. Research results revealed that emotional socialization behaviors of mothers did not differ significantly according to the child's gender. As a result of the analysis, it was found that emotional socialization behaviors differ significantly in terms of the socioeconomic level of the mothers. According to this, low socioeconomic level mothers showed more punitive reactions and minimization reactions than middle and high socioeconomic level mothers. Results also showed that punitive reactions and problem-focused responses differed according to the educational level of the participating mothers. In this direction, as the education level of the mothers increases, it is seen that there is a decrease in punitive reactions while there is an increase in problem-focused responses.
In this case study, it was examined the nature of mother’s math talk in the conversations with their children and the changes in mothers’ math talk in case of enriching the home math environment ...through home based training activities. The naturalistic interactions between seven mothers and their preschool-aged children were recorded two times before and after the eight-week training activities. Training activities included the discussion sessions about children’s math development in early years and mothers’ conducting math activities with children in daily life. Findings from this research reveal that mothers’ conversations with their children contain many words related to various mathematical skills. The research has also shown that some kinds of activities support the probability of emerging math talks. Moreover, it was found that the amount and quality of mother’s talk about mathematical concepts and skills increased after the home visits including training activities.
Erken Dönemde Matematik Konuşmaları Gürgah Oğul, İrem; Aktaş Arnas, Yaşare
Yaşadıkça eğitim (Online),
03/2020, Letnik:
34, Številka:
1
Journal Article
Recenzirano
Odprti dostop
İlkokulun başlangıcında çocukların matematik bilgisi arasında farklar mevcuttur. Bu farklılık okul öncesi dönemde çocukların maruz kaldıkları ev öğrenme çevresi ve okul öncesi eğitim kurumunda ...yaşadığı deneyimlerden kaynaklanmaktadır. Hem ev hem de okul ortamında çocukların erken matematik öğrenmelerinde yetişkinlerle olan deneyimlerini anlamlandırmalarını sağlayacak matematiğe dair konuşmalar gerçekleşmektedir. Bu çalışma, matematik konuşmalarını ev ve okul bağlamında ele alarak araştırmacılara bütünsel bir çerçeve sunmaktadır. Çocukların sahip olduğu matematik becerilerini yordadığı vurgulanan matematik konuşmaları, çocukların matematik eğitiminde ortaya çıkan dezavantajlı durumları ortadan kaldırmaya yönelik bir yol olarak ele alınabilir.
Courses in teacher training programmes, especially science method courses, play a major role in the development of beliefs. Because children's science learning starts in preschool years, it is ...critical to investigate early childhood teachers' beliefs about scientists and science teaching. The purpose of this study was to describe, document, and then compare the pre-service and in-service early childhood teachers' beliefs about scientists and science teaching. A causal-comparative design with unequal sample sizes was used. The independent variables were the type of service, pre-service or in-service. The dependent variable was the score obtained on the 'Draw a Scientist Test' and the 'Draw a Science Teacher Test'. The sample consisted of 139 pre-service and in-service early childhood teachers. Pre-service teachers were studying in a teacher-training programme at a major research university and in-service teachers were working in public schools in the south part of Turkey. The results indicate that inservice teachers held more stereotypical images than pre-service teachers about scientists. In addition, pre-service teachers had positive belief of scientists while in the training programme, but in-service teachers lacked this positive belief. A key implication of the study is that more professional training for in-service teachers should be offered within professional development programmes.
In the preschool period, children's friendships considered a crucial developmental task. Hence, it is critical to evaluate children's mental representations of friendships during this period. This ...study aims to evaluate the validity and reliability of the story completion protocol designed to evaluate preschool children's mental representations of their friendships in school settings for Turkish children. The Preschool Friendship Story Completion Task consists of six stories, one of which is warming. The stories were translated into Turkish by researchers and Turkish-English language experts, and expert opinion was taken for Turkish-English compatibility. Two pilot studies were conducted to evaluate children's participation in the task and following the instructions. Seventy children attending pre-school education institutions participated in the study. Children are asked to complete the unfinished stories presented through a scene and figures. The coders evaluated the video-recorded children's narratives using a detailed rating system. In addition, teachers evaluated the social skills and problem behaviors of children. The results affirmed that the friendship dimensions were conceptually related to each other and the inter-coder reliability was high. Furthermore, our findings indicate that the story completion method on the basis of the narratives of children is a comprehensive and developmentally appropriate way to assess children's friendships.
In the preschool period, children's friendships considered a crucial developmental task. Hence, it is critical to evaluate children's mental representations of friendships during this period. This study aims to evaluate the validity and reliability of the story completion protocol designed to evaluate preschool children's mental representations of their friendships in school settings for Turkish children. The Preschool Friendship Story Completion Task consists of six stories, one of which is warming. The stories were translated into Turkish by researchers and Turkish-English language experts, and expert opinion was taken for Turkish-English compatibility. Two pilot studies were conducted to evaluate children's participation in the task and following the instructions. Seventy children attending pre-school education institutions participated in the study. Children are asked to complete the unfinished stories presented through a scene and figures. The coders evaluated the video-recorded children's narratives using a detailed rating system. In addition, teachers evaluated the social skills and problem behaviors of children. The results affirmed that the friendship dimensions were conceptually related to each other and the inter-coder reliability was high. Furthermore, our findings indicate that the story completion method on the basis of the narratives of children is a comprehensive and developmentally appropriate way to assess children's friendships.
Children possess different levels of mathematical skills when they begin their formal education. The home environment perhaps holds the key to such disparate maths skills in children's in early ...years. The aim of this study is to examine home maths activities and mothers' maths talk as the predictors of children's maths talk and early maths skills. The home interactions of 40 preschool children (M = 56.3 months) and their mothers were audio-recorded and their maths talk were analysed. Mothers reported the frequency of their home maths activities while each child's early maths skills were assessed. Mothers' maths talk in each maths category correlated with children's maths talk. Unlike home maths activities, mothers' maths talk predicted the children's maths talk. Hierarchical regression analysis indicated that home maths activities and mothers' maths talk were important predictors of children's early maths skills. Findings confirmed the significance of maternal support, including home activities and maths talk, in children's maths development.
In
this study, the replicability of the factor structure of The School Liking and
Avoidance Questionnaire for Turkish preschool children and the psychometric
properties of the scale were ...investigated. The SLAQ consists of 14 items and is
used to assess children's emotional and behavioral participation in school
based on children's perceptions. 345 children aged 5-6 years were included in
the study. The findings of exploratory and confirmatory factor analyses, to
assess the validity of the scale in Turkish culture, have identified two
distinct but related factors: school liking and school avoidance. This result
is consistent with the original scale and the adaptation studies in different
cultures. However, there were no significant correlations between children and
teacher reports on school liking and school avoidance subdimensions. Cronbach's
Alpha and test-retest ratios for subdimensions showed adequate psychometric
properties. This data support the Turkish version of the SLAQ as a valid and
reliable tool, similar to the original version.
In this study, the replicability of the factor structure of The School Liking and Avoidance Questionnaire for Turkish preschool children and the psychometric properties of the scale were investigated. The SLAQ consists of 14 items and is used to assess children's emotional and behavioral participation in school based on children's perceptions. 345 children aged 5-6 years were included in the study. The findings of exploratory and confirmatory factor analyses, to assess the validity of the scale in Turkish culture, have identified two distinct but related factors: school liking and school avoidance. This result is consistent with the original scale and the adaptation studies in different cultures. However, there were no significant correlations between children and teacher reports on school liking and school avoidance subdimensions. Cronbach's Alpha and test-retest ratios for subdimensions showed adequate psychometric properties. This data support the Turkish version of the SLAQ as a valid and reliable tool, similar to the original version.
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