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    Determination and Interpretation of the Norm Values of PreSchool Social Skills Rating Scale Teacher Form
    (Edam, 2015) Omeroglu, Esra; Buyukozturk, Sener; Aydogan, Yasemin; Cakan, Mehtap; Cakmak, Ebru Kilic; Ozyurek, Arzu; Akduman, Gulumser Gultekin
    This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability evidence was re-obtained from the norm sample, and it was concluded that the sample preserved the structure comprising 4 factors and 49 items. The alpha coefficient obtained from the PSSRS for the whole norm sample was determined at 0.96. PSSRS norm values were obtained for four factors and the total scale at each age. Children's social development skills are interpreted in accordance with the percentile norms pie charts, which include the total scores from the full scale score and sub-scales. Findings obtained with regard to the validity and reliability of PSSRS scores indicated that the scale can be used as an auxiliary tool in determining children's social skill levels. Consequently, children's PSSRS scores should be recorded and compared to future results, and the degree of improvement should be assessed. Furthermore, each child should be evaluated individually. It is important to consider children's ages and other developmental characteristics when interpreting the results of the scale.
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    Determination of the Views of Teachers and Parents with regard to Supporting Social Skills at Preschool Children
    (Dergipark Akad, 2014) Ozyurek, Arzu; Ceylan, Sehnaz
    Social skills are the skills that should be supported starting from the very early years of life. The current study that was carried out with the support of TUBITAK (Turkish Scientific and Technological Researches Centre) as The Project of Support for the Preschool Social Skills - OSBEP. The project's goal was to determine the teachers'and families' views regarding how to support the social skills of preschool teacher. In this sense, one of the descriptive methods Focus Group Interview Technique was used in the study. The working group was comprised of seven teachers who teach at preschool education schools acting under Karabuk Provincial Directorate of National Education and eight mothers having a child at the age group of four to six attending to these schools. The interviews with teachers and mothers were carried out in two 60-minute sessions. As a result, preschool teachers and parents pointed out that there were some deficincies at social skills resulting from various reasons, as well as some strenghts they observed at children. Also the methods they used for developing social skills were not always effective and therefore there is a need to improve the educational program's related aspects. It apperas that thought that a detailed study to determine the necessities and the context of developing social skills of young children is warranted.
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    Difficulties Experienced in the Determination of Parenting Attitudes and the Reliability Problem
    (Hacettepe Univ, 2022) Ozyurek, Arzu; Ogelman, Hulya Gulay
    Collecting reliable data in the determination of parenting attitudes is a factor that would affect the results of 15.01.2020 scientific studies on the topic. The present study aimed to assess the difficulties experienced by the faculty members who study parenting attitudes and their views on improving the reliability of the related data. In the Accepted: present qualitative study, the study group included 20 individuals who were conducting post-graduate studies 02.05.2020 on parental attitudes and conducted academic studies on the topic. The data were collected with open-ended questions. The data were analyzed with the descriptive analysis method. As a result, it has been determined Online First: that the situations that will negatively affect the reliability encountered in the researches are caused by 06.05.2020 parents, measurement tools and institutions. It was determined that the most significant problem was the insincere responses of the parents that they indicated the response they considered most adequate/ideal Published: instead of their actual attitudes, and especially the refusal of the fathers to respond to the questions. The 31.01.2022 participants considered the data on parental attitudes as moderately reliable. Parental attitudes towards parenting play an important role in the growth and development of the child. Reliability could be improved with the measurement instrument, data collection model, and measures that could be taken before, during and after the data collection stages.
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    The Distress Toleration Status, Depression, Anxiety and Stress Levels of Parents Who Have Normally Developed Children and Who Have Intellectual Disability Children
    (Karabuk Univ, 2019) Akca, Fatih; Ozyurek, Arzu
    Being a parent and especially being a parent of a child with an intellectual disability could lead to reactions such as anxiety, stress, or depression in parents. Individuals in these emotional states could exhibit several psychological and somatic symptoms, which can make it difficult for them to adapt to life. In order to cope with difficulties in life, the stress tolerance of individuals should be high. The present study aims to determine the differences between the distress toleration of parents who have children with typical development (TD) and with intellectual disorders (ID) children and their depression, anxiety and stress levels. The study was designed as a quantitative study. The quantitative study data was collected from 90 mothers and 90 fathers (n=180) who have children with ID and 92 mothers and 92 fathers (n=184) who have children with TD (total:364). The study data were collected with Distress Toleration Scale and the Depression Anxiety Stress Scale. Since the quantitative study data did not exhibit normal distribution based on the Shapiro-Wilk test, Mann Whitney U-Test was used. Thus, it was determined that acceptance of distress and coping with problem capacities of parents who have children with ID were lower when compared to parents who have children with TD. It was determined that parents who have children with ID could tolerate the distress less and had higher depression-anxiety-stress levels when compared to other parents who have children with TD.
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    The Effect of Mother-Child Relation and Father Attitudes on Children's Perceptions of Moral and Social Rules
    (Turkish Education Assoc, 2015) Ozyurek, Arzu; Sahin, Fatma Tezel
    In this study, the purpose is to examine the relationship between mother-child relation and father attitudes and the perspective on moral and social-conventional rules of the 6 year-old children attending to preschool education institutions. A total of 122 six-year-old children attending to preschool education institutions and their parents were included in the study group. Scale of Moral and Social-Conventional Rules Knowledge was used in order to collect the data regarding the children's perspective on moral and social-conventional rule. Parental Acceptance Rejection Questionnaire - Mother Form, PARQ was used in order to determine the mother-child relations. Family Attitude Inventory was used in order to determine the father attitudes. Pearson Correlation Coefficient was used in the analysis of data. In conclusion, a significant relation was found between mothers' Warmth and Love and Lack of Interest sub-dimensions of Parental Acceptance - Rejection Questionnaire - Mother Form and children's perception of the moral rules; and there is also a significant relation between Democratic/Authoritative Child Care and Attitudes and Obedience sub-dimensions of Family Attitude Inventory of fathers and social punishment scores of the children (P<.05).
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    Examining the Effect of Humourous Activities on the Humour Development of Preschool Children
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2024) Sakaryali, Ozge P.; Ozyurek, Arzu; Ucak, Ayse C.
    Humour has an important place in children's social and emotional development. In this study, it was aimed to determine the humour features of 36-72 months old children according to age. Data on children were collected from 296 parents, including 242 mothers and 54 fathers with children aged 36-72 months, who could be reached by the easily accessible sampling method. In the collection of data, a questionnaire form that is created for the development of humour and provided scope validity with expert opinions was used. The data obtained from the form, which includes expressions for humour production, humour transfer, humour enjoyment, participation in humour and humour preference, were examined according to the age of the children. In the analysis of the data, correlation analysis with percentage and frequency distribution was used. As a result, it was determined that children's humour transfer, humour production, humour enjoyment, participation in humour and humour preferences differed according to age. In general, it has been found that as the age of children increases, the development of humour increases. Suggestions have been developed by emphasizing the importance of supporting the development of humour in children from an early age.
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    An Investigation on Relation between Self-Regulation Skills of Pre-School Students and Parental Attitudes
    (Karabuk Univ, 2018) Oztabak, Meryem Esra; Ozyurek, Arzu
    This research aims to investigate the relation between self-regulation skills of pre-school students and the effect of parental attitudes. The subjects of this study consist of 155 children, 79 girls and 76 boys, who were going to the pre-school education institutions affiliated to the Bartin Provincial National Education Directorate and their parents. In order to determine the self regulation skills of the children the Preschool Self Regulation Scale has been applied to the children individually, and to determine the attitudes of the parents the Family Attitude Inventory has been used to collect the data. Since there has been no distribution of normality encountered in the test of normality, the Mann-Whitney U test has been used in the two group comparisons, for the correlation between the variables, the Spearman's rank correlation coefficient has been used. The significance level has been determined as 0,05. As a conclusion, no significant correlation has been detected between the attention/impulse control and positive feeling scores, which are sub-dimensions of self regulation skills, and the sub-dimensions and total score's of family attitudes inventory. It can be obviously seen that especially the attention and impulse sub dimensions of the pre-school girl students in the experimental group have been more developed and that these children show high self-regulation skills in this sub dimension. It was determined that the parents of the study group had the highest attitudes to identify with their children, followed by social mobility, democratic attitudes and compliance behaviors.
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    The Relationship between Problem-Solving Skills and Memory Development in Preschool Children
    (Karabuk Univ, 2020) Aydogan, Yasemin; Ozyurek, Arzu
    The present study aimed to investigate the correlation between problem-solving and memory skills in preschool children. The study group included 122 4-6 years olf children attending pre-school education institutions. Random sampling method was used to determine the study participants. Data were collected with Problem-Solving Skills Scale (PSSS) and Memory Scale for Children (MSC). In data analysis, Pearson's correlation coefficient was used to determine the correlation between the scale scores. The t test and one-way analysis of variance (ANOVA) were used to determine the effect of gender of the children, parental age and educational status on problem solving and memory. The study findings demonstrated that there was a significant correlation between the PSSS and MSC subscale scores, and the problem-solving skills and memories of pre-school children were not affected by gender, school type, parental age and profession, and mother's educational status. There was a difference between memory scores of the children based on the father's educational status and no significant difference was determined in problem-solving skills.