2024 Cilt 37 Sayı 2

Permanent URI for this collectionhttps://hdl.handle.net/11452/45860

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Do preschool children access quality books? Reading culture of parents and teachers and book selection for children
(Bursa Uludağ Üniversitesi, 2023-11-22) Teke, Nergiz; Baş, Tuğba; Çabuk, Burcu
This correlational study aimed to evaluate the reading cultures of preschool teachers and parents of 3–6-year-old children, and their book selection criteria for preschool children. For this purpose, data were collected from 242 preschool teachers and 247 parents who voluntarily participated in the study. Participants were asked to evaluate their own reading culture and book selection criteria for their preschool children through measurement tools. They were then asked to send them to other parents and teachers they knew through snowball sampling. As a result of the analyses, it was found that there was a positive correlation between both parents' and preschool teachers' reading for individual development, basic reading skills, book choices for themselves and reading culture total scores and physical characteristics, language and character, content and total children's book selection criteria scores. In the light of the findings, suggestions were made to parents and teachers about creating a reading culture and selecting quality books.
Mathematical game development process from the perspective of gifted students: The concept of relation
(Bursa Uludağ Üniversitesi, 2024-02-28) Barış, Yunus; Demir, Mevhibe Kobak
This qualitative case study aims to examine the Rock-Paper-Scissors game within the framework of the relation and to determine the experiences and opinions of gifted students in the game development process. The study was conducted with 45 students studying at Science-Art Center. In the study, activities related to relations and their properties were carried out by the students. Within the scope of the activities, the Rock-Paper-Scissors game was analyzed within the framework of the concept of relation and developing a game was carried out. The experiences and opinions of the participants were obtained with an opinion form. The data obtained in the research were analyzed via content analysis. As a result of the research, although gifted students thought that developing games in the process was confusing, they found the application parts of the activity fun. They preferred to carry out the activity as a group. In addition, the mathematical concepts that the students used the most while developing the rock-paper-scissors game were relation, probability, sets, cartesian product and relation properties. The results of this study show that gifted students want to participate in different game development processes in the context of mathematics because it offers them the opportunity to socialize with people similar to their own level.
Views, knowledge, and self-reported practices of early childhood educators: Sociocultural theory’s practicability
(Bursa Uludağ Üniversitesi, 2024-06-14) Peker, Canan; Akcabağ, Esra; Çabuk, Funda Eda Tonga
Vygotsky's Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers' perceptions of the theory may be important in the children's learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotsky’s Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

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