Article

Okul Öncesi Çocuklarda Uyum ve Davranış Problemleriyle Başa Çıkmada Ailenin Rolü The Role of Family to Cope With the Behavior Problems in Pre-School Children

AİLE VE tOPLUM 04/2010; 6(11):9-18.

ABSTRACT There are many reasons for problem behaviors in
pre-school aged period children. Some of behavior
problems, as part of the development process.If
continues after the development process problem can
be considered. On the other hand, the family is an
important factor on child’s social and emotional
development process.
Family and social environment impact on the
child’s problem behavior; such as problems between
the mother and father, divorce, the mother or father
deprivation, attitudes of parents, the quality of parents
and children communicate, gender and cultural
characteristics.
To deal with problem behavior firstly; required to
increase knowledge and skills.; such as positive
relationships between children and their families,
parenting skills, areas child development and
education and problem solving skills. In this context,
the article shown behavior problems in pre-school
period with emphasis on important issues and provide
recommendations were related to family
Key Words: Preschool, child, problem behavior,
adjustment problems, family.

0 Bookmarks
 · 
85 Views
  • Zeitschrift für Arbeits- und Organisationspsychologie 01/2004; 48(1):46-47. · 1.19 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: A 1998 study of Middle Tennessee State University (MTSU) faculty assessed the impact of technology on teaching and learning; this present study of MTSU students extends the 1998 study by measuring student perceptions about instructional technology and the impact it has on learning. A four-part questionnaire was distributed to 1,900 students in technology-equipped classrooms across campus. The first part of the questionnaire measured student perceptions and skills related to various types of technologies. The second part measured frequency of use of various instructional technology applications, including computer applications to present lecture outlines or demonstrate concepts, audio/visual equipment, electronic communication, and supplementary use or development of materials such as World Wide Web pages, computer-assisted instruction modules, and computer-based applications. The third segment of the questionnaire gathered information about the projected future use of instructional technology by students, and the final portion gathered demographic information. Survey results led to the following major findings: (1) use of instructional technology positively affects student learning; (2) use of instructional technology increases student interest and satisfaction; (3) role of faculty and their ability to use instructional technology are major factors; (4) certain instructional technology techniques better facilitate certain learning activities; and (5) instructional technology is an integral part of today's learning environment. (MES)
    01/1999;
  • [Show abstract] [Hide abstract]
    ABSTRACT: reviews the effects of organizational groups on the beliefs, attitudes, and behaviors of their members / these effects have three different bases: (a) the ambient stimuli that pervade the group setting and impinge on all members of a given group, (b) discretionary stimuli that members provide to one another selectively, depending on what specific individuals say and do, and (c) the structure of group norms and the ways groups enforce adherence to them / special attention is given to the conditions under which influence flows in the opposite direction—that is, when individuals succeed in changing the structure and dynamics of the groups of which they are members / concludes with a discussion of the implications of the material for the health and performance of groups and their members over the long term (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Full-text

Download
273 Downloads
Available from
May 16, 2014