K. Büşra Kaynak-Ekici’s research while affiliated with Ankara Yıldırım Beyazıt University and other places

This longitudinal study examines the predictive role of early literacy on subsequent literacy outcomes in Turkishspeaking children from low socioeconomic backgrounds. Following 292 children from preschool to first grade, it highlights early literacy proficiency as a strong predictor of later reading ability. Regarding writing skills, phonological awareness, expressive language, listening comprehension, and letter recognition are crucial in­dicators, with variations across measures. The study underscores the importance of these factors while noting non-significant correlations between letter knowledge and reading. It reveals deficiencies in letter knowledge among low-socioeconomic status (SES) preschoolers, attributed to limitations in the national preschool program and potential disparities in life experiences. This research advances understanding of literacy development in low SES contexts, advocating for a reevaluation of national preschool education program and emphasizing the need for ongoing support and research in impoverished communities to improve literacy outcomes

This study examines metacognitive monitoring in Turkish preschoolers aged 48-66 months, crucial for their learning and development. A specialised paired-association task was designed to assess higher-order thinking skills in this age group. Data from 160 children (52.5% girls, 47.5% boys; mean age 57.6 months, standard deviation 4.8) were analysed. The Metacognitive Thinking Test includes Recall and Judgement sections, where children rate confidence after recall attempts. Factor analysis of the Judgement Part revealed a two-factor structure with 14 items demonstrating memory-confidence alignment. The overall test's Cronbach's alpha value is 0.820. Notably, children tended to overestimate inaccurate recollections, aligning with the Dunning-Kruger effect. Despite limitations, the study sheds light on the complex relationship between confidence and accuracy in young children's metacognitive monitoring development, laying the foundation for further research in this area.

This research aims to investigate how learning invitations are used in a Reggio-Emilia inspired preschool in the US. The case study model as a qualitative research method is applied in this research. In addition to observations in the research setting, interviews with teachers were made so that the data could be varied and enriched. As a result, it is found that teachers use certain strategies such as changing the physical environment, providing interesting materials, promoting shared and reflective thinking, asking questions, and making comments to create learning invitations for children. The findings provide a micro-level example for practitioners who are eager to get inspired by the Reggio Emilia approach.

Bloomsbury Education and Childhood Studies

Reggio Emilia projelerinden biri olan Tiyatro Perdesi Projesi özetlenmiştir. Çocukların soruları, düşünceleri ve eylemlerine karşılık öğretmenlerin sunduğu ortamlar, öğrenme davetleri analiz edilmiştir.