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Asiye Toker Gokce 《Educational Philosophy and Theory》2018,50(14):1420-1421
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The purpose of this study is to examine fathers’ participation in and views about play. This study was conducted in the southwestern
part of Turkey and its sample consisted of 97 fathers who had a child attending randomly chosen public early childhood institutions.
The Parents’ Participation and Views on Play instrument was developed and used to collect data. Independent sample t tests and a series of repeated measures analysis of variance procedures were conducted to assess the influence of independent
variables on the fathers’ participation in and views on play. The results of the study indicated that fathers frequently participated
in their children’s play, and they hold positive views about play. Fathers’ socio-demographic characteristics such as income,
working status, family type and children’s gender influenced their participation and views about play. Results are discussed
in relation to the literature on parent–child play and suggestions for further research are presented. 相似文献
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The Longitudinal Associations Among Temperament,Parenting, and Turkish Children's Prosocial Behaviors 
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下载免费PDF全文 Deborah J. Laible Asiye Kumru Gustavo Carlo Cara Streit Bilge Selcuk Melike Sayil 《Child development》2017,88(4):1057-1062
In Turkey, responsive behaviors toward kin are expected from children. Despite this, we know little about the factors that influence young Turkish children's prosocial behaviors. The goal was to explore how temperament and parenting are related to children's prosocial development in Turkey. A total of 293 Turkish children (Mage = 49 months; 48.12% females) were followed up for 3 years. Mothers completed measures of their child's prosocial behaviors, as well as measures of their warmth, inductive reasoning, and the child's approach and reactivity. Maternal warmth predicted children's reactivity, and maternal induction predicted children's sociability. Children's reactivity was inversely related to children's helping behavior and sociability was related to more prosocial behavior. Maternal warmth had indirect links with helping through lessening children's reactivity. 相似文献
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Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives 下载免费PDF全文
下载免费PDF全文 Salih Rakap Oguzcan Cig Asiye Parlak‐Rakap 《Journal of Research in Special Educational Needs》2017,17(2):98-109
Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre‐service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four‐part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed. 相似文献
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Salih Rakap Asiye Parlak-Rakap Burak Aydin 《International Journal of Inclusive Education》2016,20(11):1223-1237
Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed. 相似文献
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Asiye Ivrendi 《Early Childhood Education Journal》2011,39(4):239-247
The present study examined predictive power of behavioral self-regulation, family and child characteristics on children’s
number sense. The participants consisted of 101 kindergarten children. A subsample of 30 children was randomly chosen for
the reliability procedures of Assessing Number Sense and Head, Toes, Knees and Shoulders instruments. Thus, data from 71 children
were used for further analysis. Multiple regressions using stepwise method were computed for determining whether self-regulation,
family income, parents’ level of education, gender, and age related to and were predictive of scores on number sense. Results
of the study indicated that behavioral self-regulation, mothers’ education level, gender and age are significant predictors
of number sense, and behavioral self-regulation was the most influential predictor, followed by mothers’ education level,
gender and age. Findings are discussed in terms of influential factors of number sense in early childhood. 相似文献
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