Zeynep KURTULMUŞ’s scientific contributions

In this study, the effect of educational activities prepared based on the "Child-to-Child Approach" on the Turkish language skills of preschool siblings of Syrian students attending primary school was examined. A one-group pretest-posttest experimental design, one of the weak experimental designs, was used in the study. The study group consisted of Syrian students under temporary protection attending the 4th grade of two different primary schools in Ankara (53) and their preschool siblings (54). As data collection tools, the General Information Form, the Turkish Expressive and Receptive Language Test (TİFALDİ) for Syrian students under temporary protection attending the 4th grade of primary school, and the Turkish Assessment Tool for Bilingual Children (İÇ-TDA) for Syrian students' preschool siblings were applied as pre-test and post-test. The activities were implemented by pre-service teachers and researchers. As a result of the study, it was observed that the educational activities applied supported the Turkish language skill levels of Syrian students under temporary protection attending the 4th grade of primary school in a way to create a statistically significant difference, but they were not effective enough to create a statistically significant difference, although they supported the Turkish language development of their siblings in the preschool period

Bu araştırmada, “Çocuktan Çocuğa Yaklaşımı” temel alınarak hazırlanan eğitim etkinliklerinin ilkokula devam eden Suriyeli öğrencilerin okul öncesi dönemdeki kardeşlerinin Türkçe dil becerilerine etkisi incelenmiştir. Araştırmada zayıf deneysel desenlerden tek grup ön test-son test deneysel desen kullanılmıştır. Araştırmanın çalışma grubu, Ankara ilinde iki farklı ilkokulun 4. sınıfına devam eden geçici koruma altındaki Suriyeli öğrencilerden (53) ve bu çocukların okul öncesi dönemde olan kardeşlerinden (54) oluşmaktadır. Veri toplama aracı olarak Genel Bilgi Formu, ilkokul 4. sınıfa devam eden geçici koruma altındaki Suriyeli öğrenciler için Türkçe İfade Edici ve Alıcı Dil Testi (TİFALDİ), Suriyeli öğrencilerin okul öncesi dönemdeki kardeşlerine ise İki Dilli Çocuklar için Türkçe Değerlendirme Aracı (İÇ-TDA) ön test ve son test olarak uygulanmıştır. Etkinlikler öğretmen adayları ve araştırmacılar tarafından uygulanmıştır. Araştırma sonucunda, uygulanan eğitim etkinliklerinin ilkokul 4. sınıfa devam eden geçici koruma altındaki Suriyeli öğrencilerin Türkçe dil beceri düzeylerini istatistiksel olarak anlamlı fark oluşturacak şekilde desteklediği, ancak okul öncesi dönemdeki kardeşlerinin Türkçe dil gelişimlerini desteklemekle beraber istatistiksel olarak anlamlı fark oluşturacak kadar etkili olmadığı görülmüştür.

Aim: Understanding traditional care practices can provide in-depth knowledge and perspective within the scope of education and health services to be offered to the newborn and puerperal mother for welfare. This study investigated traditional practices and beliefs about the newborn and puerperal period. Method: Culture analysis, one of the qualitative research methods, was used in this study. The study group consisted of 35 women from six regions of Turkiye determined by an appropriate sampling method. The data was collected through a semi-structured interview form prepared by the researchers. The questions were directed to the participants face-to-face. Results: This study, in which women in six different regions of Turkiye determined behavior patterns, perceptions, and beliefs, and the similarities and differences of the practices and beliefs of women about newborn and puerperal. The findings showed some crucial areas in the similarities of traditional practices in neonatal and puerperal care in Turkiye. Conclusion: Findings reflected the cultural richness and diversity of traditions. The research supported the view that traditional care practices in Turkiye continued to exist and were still significant in the neonatal and puerperal periods.

Bu çalışmanın amacı; Milli Eğitim Bakanlığı (MEB) tarafından okul öncesi öğretmenlerine yönelik hazırlanan MEB Okul Öncesi Öğretmenleri İçin Etkinlik Kitabı’nda yer alan etkinliklerin uyarlama boyutlarının değerlendirilmesidir. 2013 Okul Öncesi Eğitim Programı’nda ilk defa açıklanan uyarlamalar ile öğretmenlerin sınıflarındaki özel gereksinimli çocukları eğitim süreciyle bütünleştirebilmesi için uyguladığı etkinliklerin yönteminde, öğrenme sürecinde ve kullanılan materyallerde düzenlemeler yapması beklenmektedir. Araştırmanın amacı doğrultusunda belirlenen alt amaçlara cevap alabilmek için nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın verileri MEB Etkinlik Kitabı’ndan doküman analizi yöntemiyle toplanmıştır. Toplanan veriler araştırmacılar tarafından geliştirilen 22 kriterden oluşan “Uyarlama Değerlendirme Kriterleri” doğrultusunda içerik analizi yöntemiyle analiz edilmiştir. Araştırmada eğitim materyalinde yer alan ve uyarlamaya yer verilen 311 etkinlik incelenmiştir. Araştırmanın bulgularına göre; etkinlik kitabında en sık uyarlama yapılan gereksinim türü ortopedik yetersizlik, en az uyarlama yapılan gereksinim türü ise işitme yetersizliğidir. Uyarlamalarda en sık kullanılan yöntem çocuklara sözel destek sağlanmasıdır. Uyarlamaların 147’si gereksinim türüne uygun, 49’u kısmen uygun ve 115’nin gereksinim türüne uygun olmadığı sonuçlarına ulaşılmıştır.

This study aimed to determine how preschool teachers handle mathematics learning processes in their mathematics activity plans and which contents they include. The study used the document analysis method as a descriptive research model. The study examined 200 mathematics activity plans applied by 10 preschool teachers working in preschool education institutions in the 2020-2021 Fall and Spring academic terms. The data of the study were collected with the Mathematics Activities Assessment List (AEL), which the researchers developed. The researchers analysed the data obtained in the study separately by using the coding system without specifying the teachers' names for confidentiality. As a result, the researchers determined that preschool teachers planned mathematics activities mainly in large group activities and integrated them into their activity plans. On the other hand, they also found that teachers included concepts such as number/counting and quantity more in their mathematics activity plans and they planned mathematics activity plans as classroom activity plans. In addition, they included family participation activities in mathematics activity plans.

There are two basic components in the language acquisition process of children: receptive language and expressive language. Receptive language is defined as the understanding of verbal stimuli, while expressive language is the expression of a mental concept through a sound image. Receptive language develops before expressive language and provides the basis for its development. The preschool period is a period in which language skills develop rapidly in children, and the child's receptive language skills in this period are supported by their parents, other family members, individuals they interact with in the social and school environment, books and other materials. Enriched language environments to be offered to children are supportive factors in their acquisition and creative use of language. When children are not supported with a language-rich environment at home and at school, their receptive language skills may be limited and this may lead to possible language disorders and social and academic problems in the future. During the Covid-19 pandemic, children have been away from their rich environments and limited to closed environments, and they have spent more time than usual on technological tools and digital games. This research was planned to examine the effect of digital games on the receptive language skills of 36-72 month-old preschool children. The sample group of the study was determined by convenience sampling and consisted of 41 children with normal development who continue their education in two kindergartens affiliated to a state university in Ankara. Within the scope of the research, both parental consent and child consent were obtained. Peabody Picture-Vocabulary Test, Digital Play Addiction Tendency Scale and demographic information form prepared by the researchers were used as data collection tools in the study. The Peabody Picture-Vocabulary Test is a test used to measure the receptive language skills of adults and children. Digital Play Addiction Tendency Scale is filled in by the parents. The data of the research will be analyzed using the necessary analysis techniques. The results of the research will be shared with the audience at the congress.